|Reporting Organization:||World University Service of Canada (WUSC)|
|Total Budget ($CAD):||$ 498,500|
|Timeframe:||January 6, 2011 - January 31, 2014|
World University Service of Canada (WUSC)
|Ghana - $ 498,500.00 (100.00%)|
|Education (81.7 %)|
|WASH (10 %)|
|Law, Governance & Public Policy (8.3 %)|
This pilot project aims to improve the knowledge, coordination and overall capacity of the Bibiani-Ahnwiaso-Bekwai District Assembly in order to enhance its governance and service delivery to the 134,030 residents of the district. More specifically, it seeks to improve the quality of education and access to clean water through teacher training, skills transfer and improved water services. Economic growth and job creation is also sought through training geared to increase skills for employment in various areas for 325 youth, of which 50% are female. This pilot project builds on a relationship developed between the World University Service of Canada (WUSC), Bibiani-Ahnwiaso-Bekwai (BAB) District Assembly and Rio Tinto Alcan.
|Gender and age:||Adult women Adult men Adolescent females Adolescent males Children, girls Children, boys|
|Total Direct Population:||134,030|
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The expected intermediate outcomes for this project include: (1) Enhanced governance and service delivery through improved knowledge, coordination and capacity strengthening of District Assembly officers; (2) Strengthened quality of education through teacher training and skills transfer and improved services available in target communities; and (3) Economic growth and job creation through increased skills for employment for youth within the target communities.
Results achieved at the end of the project (January 31, 2014): The project contributed to strengthening local governance in the District of Bibiani-Anhwiaso-Bekwai where active and vibrant community committees are now making a difference in the life of their community. 102 community-based projects supporting governance, education, access to water and sanitation were implemented during the life of the project. These projects were or are being realized with the support of community members (labour, levies), the District Assembly (equipment, infrastructure) and some mining companies (infrastructure). The project also contributed to economic growth in the district with training of skills for employment in four agricultural trades (piggery, local poultry, beekeeping and cocoa nursery) with potential for sound revenues. Selected figures include: (1) 412 people participated in district forums in which, for the first time and henceforth, all development actors (government, civil society, community/traditional leaders, mining and other companies) will regularly convene to weigh in on broad development priorities of the district; (2) 8,354 participants from the communities mobilized and took ownership over concrete development activities within the context of transparency, accountability, gender equity, networking, linkages (especially with the District Assembly) and management performance; (3) 538 teachers have strengthened their ability to effectively deal with classroom management, club management and gender equality, and have increased skills in teaching methodology and in teaching mathematics and science; (4) 342 executives from School Management Committees and Parent-Teacher Associations have increased capacities in school management, monitoring and evaluation, in gender equality and sensitivity, and enhanced leadership to improve quality of education at the community level; (5) through activities conducted with 24 Boys & Girls Clubs such as debates, reading competitions, variety shows and dramas, 1,222 pupils have enhanced their confidence, leadership and life skills; (6) water and sanitation committees or water boards are in place and functional in each of the 12 target communities; their 169 members are ensuring a clean and safe environment, and managing water and sanitation facilities including 112 water points; and (7) of the 325 trained youth 280 are applying the skills learned in local poultry (160 people), piggery (85), cocoa nursery (20) and beekeeping (15); the 45 persons who are not applying the new acquired skills are pursuing other job opportunities.