by | 2nd April 2022 | Ghana, Methodology, Project Update

Update on Ethnographic Data Collection and Easter Break


This month, we intend to be brief with our project update by touching base on where we are with our ethnographic data collection as well as the mandatory break, we must take on our fieldwork.

Our fieldwork has been very smooth after the initial hitches that were experienced and reported in the project update numbered 18. We have so far been very successful with our classroom observations and interviews in two schools. We are happy to report that the third school profiled for our study has given approval for the ethnographic study to be carried out.

Despite this welcoming news, we are unable to commence our study in the school immediately. This is so because, the approval came in at time when the school was writing quizzes ahead of the end of semester examinations. The period following the quizzes when fieldwork could have commenced was also marred with some family emergency that made it difficult to travel to the school. We have communicated our difficulties to the school and look forward to actively engaging them after the Easter break.

Inter semester break

Schools were initially expected to break for the Easter Holidays on the 14th of April. However, the Ghana Education Service (GES) has requested schools to break one week earlier and return sometime in the middle of May. This will serve as a good break for the project team as well to get some rest. It is our hope that we will return with renewed energies to wrap up data collection at the school level.

Overview on ethnographic data gathered

So far, our category 1 school has received a total of 11 visits which translates to about 46 hours while our category 3 school has received a total of 9 visits translating to approximately 42 hours. Given the sudden change in the school calendar, we plan to take a break in our ethnographic data collection to concentrate on other components of the project including the continuous analysis of survey data and production of conference and journal papers.


One exciting development which has become the talk across the different social groupings is Ghana’s qualification to the FIFA Men’s Football World Cup over Nigeria, after missing out on the last edition organized in Russia. So far, the excitement is not only among teachers or adults. I find students both males and females discussing and analyzing the game against Nigeria including their own assessment of individual players. This level of interest and analysis is very refreshing as it gives the impression that, the students are equally interested in other extra curricula activities to develop their talents and potentials.

Best wishes for Easter break

From the Fair-AI team, we wish our partners and project participants a good Easter break. We look forward to our continuous engagement with a renewed interest and energy.


Dr Hayford Mensah Ayerakwa

Dr Hayford Mensah Ayerakwa


Dr Hayford Mensah Ayerakwa is a postdoctoral Research Fellow at the Institute of Education, University College London. Hayford’s research focuses on digital technologies in education, social and economic impact assessments of P3 interventions on education delivery, production and consumption of educational technologies, and the intersections between technology adoption, willingness to pay and learning outcomes, happiness, and other educational welfare indicators. His past work includes research on inclusion education, newly qualified teachers’ teaching experiences, rural-urban food linkages and multi-spatial livelihoods, happiness, and impact assessment.


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