Resource Inputs of the Child Development Sponsorship Programme and their Role in Promoting Moral Development among Ghanaian Basic School Learners

Abstract

This study investigated how the resources of the Child Development Sponsorship Programme (CDSP) of Compassion International Ghana (CIG) contribute to the moral development of beneficiary children. Anchored in the Context, Input, Process, and Product (CIPP) Evaluation Model, with a focus on the input pillar, the research employed a qualitative descriptive approach to explore the role of human resources, infrastructure, curriculum and programme content in shaping children’s moral growth. Data were gathered through in-depth interviews, observations and document review involving project directors, child development workers (i.e., health workers, social workers and account clerks), volunteer teachers and church leaders in selected centres across the Central and Greater Accra Regions. The findings indicate that moral development within the CDSP is not confined to classroom instruction but emerges from a holistic, resource-driven environment intentionally structured to nurture moral values. Human resource practices that emphasise Christian commitment, moral integrity and academic competence ensure that adults who work with children model ethical behaviour. Adequate infrastructure (i.e., including classrooms, libraries, Information and Communication Technology (ICT) laboratories, playgrounds and kitchen facilities) creates a safe and orderly environment where values such as respect, responsibility and cooperation are reinforced through daily routines. The CDSP curriculum, organised around spiritual, physical, cognitive and socio-emotional domains, embeds moral instruction across learning experiences and provides age-appropriate opportunities for children to practise empathy, make responsible decisions and develop strong moral judgment. Overall, the study concludes that CIG’s integrated use of personnel, facilities and a holistic curriculum create a consistent moral ecology that supports sustained character formation. These findings highlight the importance of aligning organisational structures, staff behaviour and curriculum design to promote meaningful moral development in child-focused programmes.