Context:Ghana’s education system comprises a basic level (kindergarten; primary and lower secondary); secondary (upper general secondary/technical/vocational); and a tertiary level; as well as complementary education or non-formal education. Ghana has made significant progress in improving primary education access in the past two decades. Gross enrollment ratios (GER) have improved significantly at KG and primary levels from 60 percent to 106 percent and from 83 percent to 99 percent; respectively. Despite these improvements; education performance has been relatively low at the primary level. Only about half of learners assessed in grade 4 met the minimum competency benchmarks in the National Standardized Test (NST). Given this background; Ghana has embarked on an ambitious set of reforms; including development of national teachers standards through the National Teaching Council; introduction of a new standards-based curriculum; an overhaul of pre-service teacher education; and reforms to improve accountability and learning outcomes across basic schools to improve the quality of foundational learning. Through the World Bank-financed Ghana Accountability for Learning Outcomes Project (GALOP); the Ministry of Education is implementing some of these major reforms at scale. These include extensive professional development and in-service training (INSET) for teachers; introducing differentiated learning at the primary level in schools; coaching and mentoring of teachers; strengthening the curriculum and time allocated to literacy and numeracy among others to deepen foundational learning in Ghana. Problem Statement: Despite Ghana’s significant progress in achieving universal primary school enrollment; student achievement continues to be a challenge. Several factors have been identified as contributing to the problem. including limited infrastructure and limited teaching and learning resources; among others. Notwithstanding these challenges identified; other factors have been identified; which are as a result of inefficiencies and ineffectiveness of the education system. These include the quality of initial teacher education (ITE) and continuous professional development (CPD) among others. There are inefficiencies in the deployment of teachers to basic schools; and teachers’ capacity to deliver evidence-based teaching needs to be enhanced. A significant percentage of public schools classroom teaching practices are only at the minimum standard according to reports from the National Schools Inspectorate Authority (NaSIA). Data from observing 1000 schools nationwide in 2024 showed that; ‘while schools generally meet basic teaching and learning expectations; there is significant room for improvement to elevate performance to higher levels’. On teacher pedagogical skills; a 2023 study by the University of Cape Coast found that teachers lacked adequate competencies in inclusive; engaging; and adaptive (IEA) pedagogies. Although the majority of public basic education teachers surveyed completed some pre-service training on IEA; there was limited follow-up CPD (such as courses; coaching or mentoring; and peer learning) to build up their competencies in IEA teaching practices. A deep dive review will be required to understand how the current continuous professional development system and available resources for teachers is adequate to support the effective delivery of the newly introduced pedagogies and improved classroom teaching practices to improve foundational learning in Ghana.