Established permission and school relationships
I worked through the district and school structures required for Ayola to operate with selected schools in Accra, giving the programme an accountable route into school communities.
Case study 04
Girls’ education · Climate education · Literacy · School partnerships
My roleFounder & Programme Director
How can research-led school programmes strengthen girls’ education, climate learning and literacy?
Ayola Foundation has district permission to work with selected schools in Accra. We develop and deliver research-led programmes in girls’ education, climate education and literacy.
Girls’ education + Climate education
RoleFounder & Programme Director
PermissionDistrict approval to work with selected schools
Programme areasGirls’ education, climate education and literacy
ApproachResearch-led, with teacher involvement
The brief
01Ayola Foundation has district permission to work with selected schools in Accra. We develop and deliver research-led programmes in girls’ education, climate education and literacy.
The delivery challenge
02Children’s programmes can look engaging while remaining disconnected from what schools, teachers and learners actually need.
Ayola has to turn three important programme areas into work that is research-led, practical for schools, safe for children and useful to teachers. Lasting change requires more than one-off activities, so the model also needs repeatable methods, school ownership and evidence that can influence future programme decisions.
My delivery scope
03- Set programme strategy across girls’ education, climate education and literacy
- Coordinate district, school and public-sector relationships
- Build research and baseline assessment into programme design
- Involve teachers in planning and delivery
- Design practical, repeatable school-session models
- Develop child-safety, consent and referral processes
What I led
From intent to delivery.
The decisions and delivery moves that kept the work useful, aligned and accountable.
Designed from research and school realities
Baseline learning and research inform programme priorities, session design and evidence collection across girls’ education, climate education and literacy.
Built teacher involvement into delivery
Teachers help ground the work in classroom needs and support implementation, reflection and continuity within participating schools.
Built safeguarding and learning systems
Consent, child-safety processes, referral pathways, structured sessions and evidence collection are treated as part of the programme model, not administrative extras.
Ayola school pilot
Girls’ education, climate learning and literacy, built with schools.
Our district-approved work with selected schools in Accra combines research, teacher involvement and structured delivery so each programme responds to real school needs.
Ayola school pilotEvidence of delivery
What the work produced.
Confirmed programme, participation and product outcomes.
District permission secured to work with selected schools in Accra
250+ children reached through Ayola’s first school pilot
Programme portfolio defined across girls’ education, climate education and literacy
Teacher involvement built into programme planning and delivery
What this demonstrates
Founder-level programme designSchool and public-sector partnership buildingResearch-led programme developmentTeacher and educator engagementSafeguarding-minded implementation
The lasting point
The goal is not simply to take activities into schools. It is to build repeatable programmes with schools, strengthen teacher involvement and produce evidence that can improve future delivery.
Ayola’s credibility depends on listening before designing and building with schools rather than around them.