USA
FROM THE AMERICAN PEOPLE
2005
This publication was produced for review by the United States Agency for International Development.
It was prepared by GroundWork, Inc.
CHILD LABOR PILOT
PROJECT ASSESSMENT
REPORT
GHANAYOUTH EDUCATION AND SKILLS (YES)
by
GROUNDWORK~ _
I825 Eye Street, N.W., Suite 400
Washington, D.C. 20006
for
Education to Combat Abusive Child Labor (ECACL)
Basic Education and PolicySupport (BEPS) Activity
United States Agency for Intemational Development
Contract No. HNE 1-00-00-00038-00
DISCLAIMER
The author's views expressed in this publication do not necessarily reflect the views of the United States Agency for
International Development.
2005
GHANA PILOT SUMMARY:
YOUTH EDUCATION AND SKILLS (YES)
CONTEXT
This pilot took place in Sefwi Wiawso, a major cocoa-production district in the rural western region of
Ghana. Communities of Sefwi Wiawso District, many ofwhich are new settlements, are isolated from the rest
of the country as a result oflack of basic infrastructure such as electricity, roads, and mail services. The main
sources oflabor in the district are employers' children (60.7%) and spouses (52.8%). Minimal education
services are available in many Sefwi Wiawso communities, especially for those children living in the new
settlements.
Lack of educational access is a persistent constraint for rural development in Ghana. In rural areas 37 percent
of girls and 28 percent of boys do not attend school. Of children between ages 7 to 14, 88 percent of girls and
75 percent of boys are engaged in paid and unpaid labor. At least 96 percent ofrural working children are
involved in farming.
DESIGN AND IMPLEMENTATION
The YES pilot was designed to provide education to reduce hazardous child labor, specifically in cocoa
production. It aimed to reach working children and youth (aged 12 to 17) in outlying rural cocoa-producing
communities through an integrated social marketing and field-supported community development approach.
Efforts focused on the development of English-language functional literacy and life-skills complemented by
awareness-raising radio programming and social mobilization to increase community involvement in
education to prevent child labor. The primary objectives of the pilot were to (1) change hazardous practices
especially those involving children; (2) improve the environment for children so that they can better exercise
tlleir rights to a developmental and safe childhood; (3) Improve access to relevant and quality basic education
for children/youth in hazardous work environments; (4) Increase understanding of child rights and good
governance within communities. The program was implemented in 15 communities by CARE and
PROMAG, located in Sefwi Wiawso.
RESULTS: COMMUNITY MOBILIZATION WITH RADIO PROGRAMMING
AND LEARNING GROUPS
Data Collection: Two initial studies were completed by the African Centre for Human Development and
CAlI that provided baseline data on Sefwi Wiawso communities, including a complete analysis of job tasks
and activities performed by children in cocoa production.
Awareness Raising: Community mobilization meetings organized around public service messages aired on
local radio stations were designed to appeal to girls, boys, women, and men of different ethnic and religious
groups. In response to the mobilization in one community a land owner donated her property to construct a
school and 100 radios were donated by Freeplay Foundation for distribution in the communities.
Institutional Strengthening: Although the indigenous NGO was highly capable in community organizing, it
was hampered by low institutional capacity and would have benefited from management training, higher
budget to increase staffing and transportation costs, and greater technical knowledge about child labor and
education.
Child Labor Pilot Project Assessment Report Ghana
Education: YES organized learning groups in communities facilitated community members who were
trained as facilitator. New classes were established for cocoa farm laborers in each of 15 communities,
reaching over 400 children, youth and adults. Study books in English, math and science, and vocational life
skills were developed, tested, and distributed. The study books were time consuming and costly to develop
and produce, and were fmally found to be more useful as resources which were used in combination with
participatory methods to form a hybrid package of technical and process-oriented materials for teaching
facilitators and student learners.
ii Child Labor Pilot Project Assessment Report Ghana
CONTENTS
Ghana Pilot Sumn1ary i
Acronyn1S ix
Introduction I
Findings by Objectives 5
Context Child Labor and Education I
Background Overview 2
Assessment Purpose, Aim, and Methodology 3
Assessment Activities and Schedule 3
2.3
2.4
Section I:
1.1
1.2
1.3
1.4
Section 2:
2.1
2.2
Objective I: Change hazardous Practices, Especially Those Involving Children 5
Objective 2: Improved environment for children to better exercise their rights
to a developmental and safe childhood 6
Objective 3: Improved access to relevant and quality basic education
for children/youth in hazardous work environments 8
Objective 4: Children's participation--Increase understanding of child rights
and good governance within select communities 10
Section 3: Teaching-Learning Environment and Systemic Support I I
3.1 Teaching-Learning Environment II
3.2 Systemic Support 13
Section 4: Summary of Lessons Learned by Objectives••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 17
4.1 Objective I: Change hazardous practices, especially those involving children 17
4.2 Objective 2: Improved environment for children to better exercise their rights
to a developmental & safe childhood 17
4.3 Objective 3: Improved access to relevant and quality basic education
for children/youth in hazardous work environment 17
4.4 Objective 4: Children's participation-Increase understanding of child rights
and good governance within select communities 18
Section 5: Main Conclusions and Recommendations 19
5.1 Interventions 19
5.2 Crosscutting ·rhemes 19
Appendix I: Monitoring and Evaluation Plan •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 21
Child Labor Pilot Project Assessment Report Ghana iii
ACKNOWLED.GMENTS
This report presents the findings of the assessment of the ''Youth Education and Skills" (YES) pilot project
in Ghana. It is one of five assessment reports on education to combat abusive child labor pilot projects also
including, Bulgaria, Honduras, Nepal, and Romania. A sixth report contains a synthesis of overall ftndings of
the pilot projects according to their objectives, emphasizing experiences and approaches useful for future
child labor and education projects.
The reports are produced by GroundWork, Inc., under authorship of Christina Rawley. GroundWork wishes
to thank the staff members of the contracting and implementing partners who helped organize and
participated in the workshops and meetings. Special thanks go to the youths, parents, and facilitators who
participated in the assessment.
iv Child Labor Pilot Project Assessment Report Ghana
DRAFT
ACRONYMS
BEPS
CAlI
CARE
CCP
ECACL
FGD
GES
M&E
MOE
NFE
NFED
NGO
PRA
PROMAG
PSA
STCP
USAID
YES
Basic Education and Policy Support Activity
Creative Associates International, Inc.
CARE International, Ghana
Community Change Promoter (pROMAG staff)
Education to Combat Abusive Child Labor
Focus Group Discussion
Ghana Educational Service
Monitoring and Evaluation
Ministry of Education
Non-Formal Education
Non-Formal Education Department
Non-governmental Organization
Participatory Reflection Assessment
Program Management Network, local NGO partner
Public Service Announcement
Sustainable Tree Crop Program
United States Agency for International Development
Youth Education and Skills (YES) Pilot Project
Child Labor Pilot Project Assessment Report: Ghana ix
SECTION I:
INTRODUCTION
This report presents the ftndings of the assessment of the Youth Education and Skills (YES) pilot project in
Ghana. The pilot is supported by the United States Agency for International Development (USAID) through
the Education to Combat Abusive Child Labor (ECACL) task order ofthe Basic Education and Policy
Support (BEPS) Activity. The pilot is implemented by CARE in collaboration with one Ghanaian NGO.
The report begins in this section by introducing the context of child labor and education in Ghana, a
background overview of the pilot, and the purpose and methodology of the assessment. Section 2 presents
the findings for each of the pilot objectives, followed by Section 3 with a description and analysis of site
observations using a teaching-learning framework. Section 4 presents lessons learned in the pilot, and the
ftnal section presents main conclusions and recommendations.
1.1 CONTEXT: CHILD LABOR AND EDUCATION
Lack of educational access continues to be a persistent constraint for rural development in Ghana. This
results in part from the continued use of child labor at home, on the farm, and in the marketplace. Data from
the third round of the Ghana Living Standards Survey (GLSS) indicate that one in every four boys and one in
every three girls do not attend schooL Rural non-schooling is higher, with 37 percent for girls and 28 percent
for boys. Of children between the ages of 7 and 14,28 percent were involved in paid work. Male labor force
participation for the 7- to 14-year-old age group is 33.4 percent compared to 27.6 percent for girls. When
unpaid household and farm chores are included, this rate increases to 88 percent for girls and 75 percent for
boys, which is consistent with the fact that most work by children in rural areas is unpaid farm or domestic
work. Farming is by far the most common vocation for rural children in Ghana; at least 96 percent ofrural
working children are involved in farming. This is also reflected in the traditional roles for children in Ghana,
societal attitudes and beliefs about childhood, and the lack of contemporary appreciation of child rights as
enshrined in the UN Convention on the Rights of the Child, among other protocols.
Children and families opt not to pursue an education for children for many reasons, not the least ofwhich is
the poor quality ofschools in many rural areas of Ghana. Often, children decide not to attend school because
they see no beneftt or they do not have the time or energy for both work and study. Parents failto enforce
attendance, as they derive no beneftt, do not see schools as a healthy environment, feel powerless to influence
the system, and have many tasks with which they need help to survive. Rural children are often unable to
ftnish their homework because they are exhausted from the work they do or because they lack adequate
lighting at home at night. The decision not to attend school is also related to educational constraints ofrural
schools including poor teacher capacity, poor teacher retention, poor student achievement, limited teaching
supplies, and a lack of adequate infrastructure.
Rural working children also perform some tasks that place their health and safety at risk. These include the
use ofsharp cutting tools, such as machetes; exposure to pesticides; falls, bites, and stings; and disease. Many
of these threats are caused by a lack of awareness of basic principles ofworker safety and preventative
healthcare. An analysis by Mull and Elkins1 in preparation for the YES pilot activity identifted these issues
and others.
I Mull, LD.. and K Elkins. Planning Intervention Strategies {or Child Laborers in Ghana. (Washington, DC: BEPS/ECACL Creative Associates
Intemational. Inc., 2002).
Child Labor Pilot Project Assessment Report Ghana
1.2 BACKGROUND OVERVIEW
Based on the results of the initial analysis, a pilot was designed to take place in the western region of Ghana.
It had the goal of testing methodologies to reduce the worst forms of child labor in Sefwi Wiawso, one of the
major cocoa-production districts in the country, through delivering an English-language functional literacy
and life-skills program for children and youth, complemented by awareness-raising radio programming and a
social mobilization campaign.
As described in a report on the baseline survey produced for the YES pilot initiative,2 Sefwi Wiawso District
communities, many of which are new settlements, are virtually cut off from the rest of the country as a result
oflack of basic infrastructure such as electricity, roads, and mail services. The baseline survey identified the
fact that the main source of labor in the district was employers' children (60.7 percent) and spouses (52.8%).
The main reasons given for use of children as laborers are:
• scarcity oflabor and its associated high cost;
• high incidence of poverty, which makes it difficult to pay for labor; and
• socialization to educate children about use of the property that they will inherit.
Other specific reasons given by farmers were that children are more obedient and pliable than adults and,
therefore, easier to control (37 percent); they are cheaper, some 4 percent are paid c1,500-6,000 (about 20 to
70 cents in U.S. dollars) per day, but most are paid in kind with clothes and shoes, school fees, medical bills,
and food. 3
1.2.1 PURPOSE AND OBJECTIVES
The purpose of the YES pilot initiative was to provide education to reduce hazardous child labor, specifically
in cocoa production. It aimed to reachworking children and youth (aged 12 to,17) in outlying rural cocoa￾producing communities through an integrated social marketing and field-supported community development
approach to achieve the four objectives stated as follows:
• Objective 1: Change hazardous practices especially those involving children;
• Objective 2: Improve the environment for children so that they can better exercise their rights to a
developmental and safe childhood;
• Objective 3: Improve access to relevant and quality basic education for children/youth in hazardous work
environments;
• Objective 4: Children's participation - Increase understanding of child rights and good governance within
communities.
1.2.2 TIME PERIOD, LEVEL OF EFFORT, AND PARTNER ORGANIZATIONS
The pilot was designed and implemented as a short-term, low-budget initiative. It began in May 2003 and was
officially inaugurated in November. Originally scheduled to end in May 2004, a no-cost extension was granted
through September 2004. The total budget for this period was $150,240. A cost extension for a five-month
second phase was signed in June to continue the pilot through November 2004 with an additional amount of
$20,000.
2 African Centre for Human Development, "Report on Baseline Survey of Selected Communities in the Sefwi Wawso District. (Accra: CARE.
August 2003),
3 A subsequent study conducted for the pilot provided a risk analysis: Mull, LD. Analysis o(Job Tasks and Activities Performed by O1i1dren in Cocoa
Production. (Washington, DC:USAID/BEPS, November 2003),
2 Child Labor Pilot Project Assessment Report Ghana
Subcontracted by Creative Associates International, Inc., CARE was the implementing organization, in
partnership with the Non Fonnal Education Department (NFED) of the Ghana Educational Service (GES),
and Program Management Network (pROMAG), a Ghanaian NGO located in Sefwi Wiawso District.
1.3 ASSESSMENT PURPOSE, AIM, AND METHODOLOGY
TIus assessment had a dual purpose. First, it recorded what the project achieved. Second, it identified lessons
learned that offer effective tools, models, or approaches for combating abusive child labor through education.
The evaluation included qualitative and quantitative methodologies, but it emphasized qualitative evaluation
in which participatory reflection and action (PRA) techniques are used with children, parents and guardians,
teachers, and pilot project coordinators and managers in focus groups. Conducted in a manner that was
intended to be flexible, exploratory, and interactive, the focus groups employed inventive learning activities with
participants at a11levels Qocal and national) to promote self-examination of behavior and attitudes that promote
effective education for the prevention of child labor within the context ofthe pilot. The purpose of this
methodology is to engage a representative sampling of all stakeholder groups in the assessment process in a
way that helps all parties learn and generate knowledge that will be useful to them and others in the design
and management of future child labor projects.
Field data were collected and triangulated among three groups, including 1) facilitators and learners; 2)
parents and leaders in the community; and 3) implementing organizations in Accra and in Sefwi Wiawso
District.
1.4 ASSESSMENT ACTIVITIES AND SCHEDULE
The assessment began with discussions with ECACL staffin Washington, DC, and a review of the Terms of
Reference, data, and reports. Field work was conducted October 11 15, ,2004, in Accra and in Sefwi Wiawso
District in the western region.
SITE VISITS
Site visits were made to representative classrooms, or meeting areas, in the two communities of Domebo and
Abrahamkrom. In addition to classroom observations, interviews were conducted with head teachers and
facilitators.
STAKEHOLDER SESSIONS
Stakeholder focus group sessions were conducted in two communities with chiefs, leaders, parents/guardians,
youths, and project coordinators.
Interviews were conducted with CARE staff and consultants in Accra and Sefwi Wiawso, with facilitators and
with PROMAG staff.
LIMITATIONS OF THE ASSESSMENT
The methodology was intended to provide an opportunity for self reflection and assessment among the
participants of the pilot initiative and, as such, relies gready on self-reported findings from implementers.
These findings were verified with primary data collected at two briefsite visits conducted during a five-day
period. Actual time for assessment activities in the communities was further limited to the few hours from
mid-afternoon to evening after cocoa-farming activities had ended for the day; sessions were nonnally held
between 4 and 9:30 P.M.
Child Labor Pilot Project Assessment Report: Ghana 3
SECTION 2:
FINDINGS BY OBJECTIVES
This section begins with an overview of the assessment findings in terms of results according to YES pilot
objectives, followed by commentary based on PRA findings.
2.1 OBJECTIVE I: CHANGE HAZARDOUS PRACTICES,
ESPECIALLY THOSE INVOLVING CHILDREN
The purpose of this objective was to conduct two studies to develop an accurate knowledge base on the
situation of child laborers in specific communities in the Sefwi Wiawso District to inform the YES
operational plan. The delivered results included:
• Report on Baseline Surory ofSelededCommunities in the Sefwi Wiawso Distnt1, conducted by the African Centre for
Human Development (August 2003)
• Ana/ysis rifJob Tasks andActivities Peifonned by Children in Cocoa Production repeat citations by Mull, L.D.
(November 2003).
2.1.1 OVERVIEW OF REPORTEDRESULTS
The baseline survey, conducted by the Ghanaian NGO African Centre for Human Development, was
published in August 2003. The survey identified the numbers, reasons for, and performance of child
laborers, as well as infrastructure, especially educational capacities in possible target communities. The
analysis was based on interviews with 61 individuals, over half (48) ofwhom were children and youth
between the ages of 9 and 17, in 20 communities. Overall results showed: (1) minimal or no electricity, water,
roads, and communication; (2) common use of child labor in cocoa farming activities; (3) while schools were
cited as the only available social facility in almost all communities, poor levels ofschooling for children,
youth, and adults. The report provided initial information, but additional technical expertise could have
helped provide more rigorous analysis.
The second study, the analysis of job tasks and activities performed by children in cocoa production, was
fmanced by CAlI through BEPS ECACL, authored by an international consultant under contract with CAlI,
and published in November 2003. The primary objective of the study was to provide technical background
information on worker safety and accident prevention in cocoa production specifically for the development
of a functional literacy life skills curriculum and radio social messaging campaign for children and youth
working in cocoa production. The methodology included thorough observations that were systematically
captured in photographs and on videotape. Overall results showed that children and youth (1) perform
activities in the same manner and follow the same approach to work performance as adults; and (2) share
similar experiences with respect to how they feel following the work activities and types of accidents and
injuries.
2.1.2 COMMENTARY
These two studies provided important information, collected within the communities of the YES pilot sites,
validating the situation of child labor necessary for the design and implementation of the initiative, As stated
in the original monitoring and evaluation (M&E) plan, the results of the studies were expected to be used to
review and fmalize the operational plan. However, this was not accomplished. Although the reports were
used in the preparation ofradio public service announcements, field implementers and members of the
communities in which the assessment was performed had not seen the published reports and were not
briefed on the results of the studies.
PREVIOUS PAGE BLANK Child Labor Pilot Project Assessment Report: Ghana 5
A further opportunity was missed by not integrating photographs and videotapes taken during the studies
into other aspects of community development. Although some photos were used in the preparation of the
Vocational Liftskills Stuefy Book (discussed below), photos·and videos could have been practical resources for
use by community change promoters (CCPs) as educational tools within the communities and settlements in
which they were taken. Community members would have enjoyed seeing the photos and videos that, with
CCP facilitation, helped them in assessing the meaning of the visuals to develop solutions and action plans.
The baseline study did not capture a complete list of the number ofin-school and out-of-school youth
involved in cocoa production in the pilot communities. This additional data, collected later by PROMAG
CCPs, also included educational level and aspirations and was sex disaggregated. The PROMAG field study
results were used to implement their focus group discussions in conjunction with the radio campaign
messages.
2.2 OBJECTIVE 2: IMPROVED ENVIRONMENT FOR CHILDREN
TO BETTER EXERCISE THEIR RIGHTS TO A
DEVELOPMENTAL AND SAFE CHILDHOOD
The purpose of this objective was to increase knowledge and improve three elements: (1) social support in
the community for children to attend school; (2) social protection against hazards; and (3) capacity of change
promoters to offer effective leadership and implement child rights programs.
Public education campaigns developed to achieve this objective were community mobilization and radio
messaging, both of\\7hich were to be designed to appeal to girls, boys, women, and men of different ethnic
and religious groups in tlle 15 communities.
• 100 radios (donated by Freeplay Foundation) were delivered to1S communities.
• Community mobilization activities were facilitated in 15 communities.
2.2.1· REPORTED RESULTS
SOCIAL MESSAGING CAMPAIGN
The social messages were aired on radio stations most commonly listened to in YES pilot communities. The
messages were then used by CCPs as a basis for facilitated discussions in the communities. Messages included
a range of topics focusing on child labor and cocoa production, child rights, education, HIV/ AIDS, and
occupational safety. All were scripted in both English and Twi, the local language, and aired in Twi.
The public service announcements (PSAs) were the first of the three sets of messages to be aired. Scripted
by an external consultant based on results of the assessments discussed above, the PSAs consisted ofseven
messages oftwo to five minutes each. Episodes were aired in 140 slots from mid-December 2003 through
the end of February 2004.
The socio-dramas were locally scripted and produced in Twi.. The mini-drama series included seven
episodes of three to eight minutes each (including30 seconds of music and song at the beginning and end of
each segment). Each episode was introduced with a song and catchy tune played by local musicians that
quickly engaged people in the message: "Cocoa is the stronghold of the economy. Children are the
stronghold of the future. So let the children go to school." Dramas captured the dynamics of some aspect of
village life within meetings or intimate discussions between parents and children, boys and girls, men and
women about safety, health, HIV/ AIDS, children's rights, and the like. Each socio-drama was aired twice
daily for 14 days; the entire set aired for three months from July 5 to September 26, 2004.
The talk shows, also locally produced, took place with a panel oflocal leaders and professionals (three for
each episode), including the District Social Welfare Officer, teacher, teacher college principal, farmer, health
worker, labor officer, a cocoa representative, a lawyer, and an agriculture extension agent. The series ofseven
6. Child Labor Pilot Project Assessment Report: Ghana~
episodes was aired every Saturday from 5 until 6 P.M. from July 10 through August 28,2004. Each talk show
was introduced with a two- to three-minute informational introduction to frame each discussion and included
attention-getting music. Panelists discussed workers and child rights under Ghanaian law, child labor in cocoa
production, occupational safety and health, benefits of non-exploitative child labor, the value of basic
education of children and youth, and HIV/ AIDS.
RADIOS
Equitable distribution of the 100 radios would have given seven to each community; however more than half
were distributed among four communities. A community with 70 learners received only two radios; another
with 40 learners received only three radios. On the other hand, one community with only five learners
received 20 radios; others with half as many learners received 15 radios.
Radios were distributed to youth in the 15 com1D;unities of the YES pilot. As custodians, each youth signed a
contract pledging to keep them safe and to make them readily available for listening to the radio messages
especially, as well as any other radio programs ofinterest.
COMMUNITY MOBILIZATION
Mobilization and sensitization activities were carried out in the communities by PROMAG, a local NGO in
Sefwi Wiaws District, with three field personneL CCPs conducted sessions based on the topics ofthe radio
social messages, using participatory methods to engage community members. At the time of project launch in
October 2003, nearly 1,000 stakeholders participated in community meetings that introduced YES project
aims and objectives and the roles ofstakeholders: cocoa owners, farm laborers, PTA/SMCs, unit committees,
and district assemblies. Stakeholder meetings were held twice in each community during the periods in which
PROMAG was contracted for specific periods during start-up and airing of PSAs, radio dramas, and talk
shows. DuringJune, PROMAG was contracted to conduct a needs assessment in the 15 communities to fill
in gaps in earlier baseline data collection.
2.2.2 COMMENTARY
Socio-dramas and talk shows appealed to a broad audience. The style and delivery ofthe socio-drama was
particularly lively and engaging. The talk shows were also ofinterest because the featured guests were local
people. Comparatively speaking, these two sets of messages were considered of greater interest than the first
PSA messages, which were delivered with a somewhat pedantic tone.
Overall, the PRA study revealed that the radio messages most effectively reached adults in the community
and that youth were less interested in listening to the radio. Women were able to answer questions about
message topics more quickly and in greater detail than men in the communities. However, the CCP
discussion groups based on the radio messages provided a venue for thought-provoking discussions and
community debate.
The CCP team was experienced, knowledgeable, and committed. However, the community mobilization
effort was severely constrained by short-tenn contracting and a lack ofmaterials and human resources.
PROMAG was contracted for three months in 2003 and five months in 2004 during the intense periods of
the social messaging campaigns. PROMAG also needed informational materials and a larger team. Training
for institutional capacity building could have helped PROMAG to be fully able to mobilize the communities
to realize the greater potential ofthe YES pilot.
Child Labor Pilot Project Assessment Report Ghana 7
2.3 OBJECTIVE 3: IMPROVED ACCESS TO RELEVANT AND
QUALITY BASIC EDUCATION FOR CHILDREN/YOUTH IN
HAZARDOUS WORK ENVIRONMENTS
The purpose of this objective was to address the need for education appropriate for child/youth laborers on
the cocoa farms.
2.3.1 REPORTED RESULTS
To carry out this objective, YES organized classes or learning groups in each community. The learning groups
were led by community members who were trained as facilitators using new materials created by the pilot
initiative. Results included:
• Training of 34 facilitators;
• New classes established for cocoa farm laborers in each of 15 communities, reaching over 400 children,
youth, and adults;
• Study books in English, math and science, and vocational life skills, which were developed, tested, and
distributed.
FACILITATORS
Facilitators, selected by CCPs in collaboration with the communities, were a diverse group with different
levels of schooling, experience, and occupations. Facilitators were selected on the basis of their meeting
several criteria, including: (1) ability to read and write; (2) a resident and respected member of the community;
(3) NFE facilitator experience; and (4) commitment to the welfare of youth, particularly out-of-school youth
(12 17) involved in cocoa production, among others. Facilitator selection was conducted in a two-stage
process, with second and third facilitators being selected to improve the quality ofinstruction and to address
the need for more female facilitators.
Of the 34 facilitators, most had a Form 4 education or higher; 23 percent had senior secondary education.
Fifty-seven percent of the facilitators had no previous teaching experience; only 36 percent had NFE teaching
experience; seven percent had experience in formal education literacy/ numeracy teaching. Seven of the
facilitators were female.
Of the facilitators, 73 percent were involved in agriculture, and most were farmers. Other occupations listed
were: barber, nurse, paid teacher, a teacher student; one was a former district assemblyman.
Some 30 percent of the facilitators participated in other community activities such as the PTA, SMC, church￾based women's groups or Sunday school teacher, HIV counsellor, Town Commissioner, orwomen's
functional literacy group.
Facilitators were trained in three sessions:
• Three-day Orientation (JulY 2004): Introduced facilitators to the use of the Vocational Lifeskills Stucfy Book and
prepared them to test its use in the field
• 'Making Learning Fun: Participatory Methodologyfor LiterafY Learning Part 1 (September 1 3,2004): Provided
training for facilitators to introduce the use of action learning techniques to complement the YES study
books
• 'Making Learning Fun: Participatory Methodologyfor LiterafY Learning Part II (September 30 Odober 2, 2004):
Provided follow-on training for facilitators to share lessons learned and strengthen the methodology
introduced in Part 1.
8 Child Labor.Pilot Project Assessment Report: Ghana
The ftrst orientation trained 15 facilitators (one from each community). The second trained two and, in a few
cases, three facilitators from each community, which helped to increase the number of females from 1 to 7,
and increased the total number to 34 facilitators.
CLASSES AND LEARNING GROUPS
The classes and learning groups varied in size and composition according to the context of each of the 15
communities. Class sizes averaged 31, but ranged widely from groups of 12 to 70 learners. Although girls
were in the minority, as discussed below in the learner proftle, two communities had a few more girls than
boys. Overall, the ratio of girls to boys for the median group was 1:3, but the ratio was as low as 1:5.
Classes were usually held for one to two hours in the late afternoon or evening after fann work had been
completed. On average, classes were two hours long and met twice a week. However, several communities held
six hours of classes per week; the most active community held four classes totalling six hours of classes per week.
LEARNERS
Data available for the assessment4 indicate that over 430 learners participated in YES classes; 59 percent were
males, 41 percent females. Half of the learners (50 percent) were between the ages of 12 and 17; 25 percent
were over age 17; another 25 percent were under age 12.
Learners had a wide range ofscholastic levels: 35 percent had never attended school; 17 percent had one to
three years ofschooling; 25 percent had four to six years; and 21 percent had junior secondary level education.
MATERIALS
The materials developed by the YES pilot were intended to provide children aged 12 to 17 with functional
literacy, life skills and worker safety curriculum. To that end, several study books and guides were prepared as
a series entitled, Education IV"orks in Cocoa Production, and includes:
• English Language (Study Book and Teacher's Guide): An introduction to learning grammar, building
vocabulary, and forming sentences.
• Mathemati(;s & Science (Study Book and Teacher's Guide): An introduction to basic mathematics and science
related to cocoa production, including vocational and worker health and safety and environmentally
friendly, safe, and cost-effective methods for growing and processing cocoa.
• Cocoa Vocational Life Skills (Study Book): An introduction to child rights, child labor, and education;
growing cocoa; worker safety; and a section on management of time, productivity, and expenses.
The series was intended to provide low-literacy native-speakers ofTwi with a working knowledge of basic
English literacy, mathematics and science, and vocational lifeskills related to cocoa production.
2.3.2 COMMENTARY
The strengths ofthese materials are that tlley are very informative and well contextualized through numerous
illustrations by local artists and contain stories that connect with the life of students. However, considering
the highly diverse context of the teaching-learning environment-the different levels of schooling and
experience offacilitators, the range of ages and level ofschooling of the classroom participants (55 percent
aged 12 17,25 percent under age 12, and 20 percent over age 17), and the short period of actual class time￾the materials need to be simplifted and the facilitators need much more NFE training.
Delays in development, printing, and distribution of the study books and teacher's guides have caused
subsequent delays in pilot implementation, discussed in Section 3 of this report. The Vocational Life Skills
Stucfy Book was reviewed and is currently in use by facilitators. As of the fteld site visit, 20 copies of the Eltglish
Stucfy Book had been distributed to each community.
4 Approximate data based on estimates gathered from facilitators on October I. 2004. Data were unavailable for one school.
Child Labor Pilot Project Assessment Report Ghana 9
2.4 OBJECTIVE 4: CHILDREN'S PARTICIPATION--INCREASE
UNDERSTANDING OF CHILD RIGHTS AND GOOD
GOVERNANCE WITHIN SELECT COMMUNITIES
The purpose of this objective was to increase understanding of child rights and good governance with the
intent ofincreasing participation of children/youth in development of community initiatives.
2.4.1 REPORTED RESULTS
This objective was carned out through discussion sessions conducted by CCPs based on radio messages
resulting in child rights activity sessions conducted in 15 communities. In the start-up phase in each
community, a youth group class was formed in which two child-rights activity sessions were held as part of
the initial child labor sensitization campaign. Youths who became radio custodians and took the custodial
agreement seriously learned about child rights and the responsibilities of good governance by making sure
that the radios were shared and available for all.
2.4.2 COMMENTARY
Initially objective 4 was designed to diagnose child participation, develop and implement a child-participation
plan, build capacity of youth groups, and develop a plan to ensure sustainability with broad beneficiary reach.5
However, this objective was pared back to the bare bones as part of an overall revision to bring the initiative
within a more manageable reach. Stakeholder sessions held in the field indicated that the issues concerning
child rights have been discussed and understood. However, there was no real way to see how the statements
translated into action plans. The participation plans and analytical results of pre/post questionnaires
administered by PROMAG may help determine the impact.
According to the initial M&E plan, the beneficiary reach was to include 1.000 to 1,500 girls and boys (12 to 17 yrs), 15 schools, 30 communities
and 50 community leaders, 2000 parents. 30 teachers, and NGO partners.
10 Child Labor Pilot Project Assessment Report Ghana
SECTION 3:
TEACHING-LEARNING
ENVIRONMENT AND
SYSTEMIC SUPPORT
This part of the assessment looks beyond the numbers reported thus far to explore transformational aspects
of education processes and approaches observed during field-site visits.
Results in this section are clustered within two major areas of an assessment framework as illustrated in
Figure 1 below. First, the teaching-learning environment fostered by the pilot addresses findings in four areas:
facilitators, the learners, methods, and materials used. Second, systemic support for pilot implementation
presents findings on public awareness and commitment, along with YES pilot design, management, and
supervision.
Figure I: Assessment Findings Framework
Facilitators
-Training
-Attitude & Behavior
-Competence
Methods
-Practice and Use of a -
Variety ofTechniques
-Classroom Structure
3.1 TEACHING-LEARNING ENVIRONMENT
The pilot supported education for prevention and protection from child labor with educational interventions
at 15 learning sites. This section describes observations made in two representative communities ofDomebo
and Abrahamkrom during class visits and stakeholder meetings.
Both community sites were more than a 12-hour drive by car from the capital city to places that do not exist
on any map to meet with people that are not counted in any national census. The trip to one site went to the
end ofthe road and then kept going by foot path through a field, where about 40 children were gathered
beneath a tree.
The ftrst site visit described here took place in Domebo, a small settlement at the end ofa narrow cart
pathway with no facilities to speak of. TIle class was held by one facilitator who was a farmer with some NFE
teaching experience. The class was held beneath a tree, and the stakeholder meeting took place in an open
area just off the side of a dirt pathway where cocoa beans were drying and a carpenter was building chairs.
Child Labor Pilot Project Assessment Report: Ghana' I I
The class normally had 25 learners (8 females and 17 males), ofwhich 20 were between the ages of 12 and 17,
and five were over 17. However, the day ofthe visit, there were possibly 15 more in class and many ofthem
were under 12. The two-hour class was held three times a week.
The stakeholder meeting included 40 members ofthe settlement (15 females and 25 males) who we divided
into three discussion groups (one all female and two all male groups).
The second site visit described here took place in Abrahamkrom, a small village that had a school and a one-'
room church where both the stakeholder meeting and the class were held. The stakeholder meeting included
31 community members (11 females and 20 males), which we again divided into three discussion groups (one
all-female and two all-male groups) to facilitate information-exchange activities.
The class normally had 40 learners (15 females and 25 males), ofwhich 35 were between the ages of 12 and
17and five were over-age. However, on the day ofthe visit, there were fewer in attendance and more seemed
to be under 12 years of age. This could be explained by the fact that the one-hour class, which is held three
times a week, usually takes place at 7 P.M., two hours later than the current five o'clock session arranged for
the visit.
Stakeholder meetings in both communities were conducted in Twi, the local language, using participatory
learning and action techniques to encourage expression in various ways such as through drawings, humor, or
drama.
The following descriptions are based on observations made during visits in the communities.
3.1.1 FACILITATORS
The class was held by two facilitators: one was a teacher with strong NFE and literacy experience and the
other was a barber without any teaching experience. One facilitator was an experienced NFE and literacy
teacher, one had some NFE teaching experience, and the third had no previous experience teaching. Each
had participated in two three-day training sessions conducted by YES during the previous month that
introduced participatory, interactive, and learner-centered approaches used in nonformal education. All were
very enthusiastic about the training and were eager to demonstrate their new knowledge.
The language base, Twi, was interspersed with English. The attitude and behaviour of the facilitators was very
supportive of the students, giving them positive affirmation often. All facilitators were male and all were
attentive to eliciting answers from girls and boys, and from those not as close by as well as those nearer.
The least experienced two teachers taught directly from the English study books, seemed to lose track ofthe
lesson easily, and sometimes fumbled with the book. One took great pains to help a young girl write a letter
on the chalkboard for several minutes while the rest of the class fidgeted.
Although more training is needed, facilitators obviously enjoy the learners and seem to have fun, even if they
appear slightly uncertain about exactly what they are doing. The learners reciprocate.
3.1.2 LEARNERS
Classes were orderly and good spirited. Learners responded to the facilitators very quickly, eagerly raising
tlleir hands to answer questions and most delighted to be called forward to write an answer on the
chalkboard. Many had trouble holding the chalk properly. Other than the role play, there was no interaction
between children; all actions were in response to the facilitator. However the fact that, for the most part, they
were wide-eyed and attentive showed a level of engagement that is an essential step toward opening minds to
be able to learn.
3.1.3' METHODS AND MATERIALS
Classroom structure in both settings was informa~ with children, youth, and adults sitting on benches in a
horseshoe shape. The most experienced facilitators used the greatest variety oftechniques without the use of
12 Child Labor Pilot Project Assessment Report: Ghana·
the study book, such as song, dance, and a role play of a family dealing with child labor issues. The less
experienced stayed very close to the books, but were informal and relaxed in their expression.
Materials were scarce. There was one blackboard in each, and some chalk stubs to write with. That was it. No
pencils, nothing to write on and, until recently, no light for the evening classes to see by. YES provided gas
lights for the evening classes during the previous month. Classes could also have been improved with small
slate writing tablets for each child/youth to practice their letters.
The facilitators held the only study book in tlle class, and did not yet feel comfortable with their use. This was
true in both Abrahamkrom and Domebo. In addition, they were challenged by sections of the English text
concerning parts ofspeech as well as high-level narratives in the Vocational Life Skills study about children's
rights and abusive child labor, cocoa farming, and safety on the farm.
3.1.4 SUMMARY
At the point of this assessment, the YES pilot shows strong evidence that interactive, leamer-centered,
participatory methods can be used effectively with more traditionally based materials to form a hybridized
approach to improving the teaching-learning enviro~ment. Facilitators need more training, to be certain. Yet,
the recent training has created a raised sense of pride and ownership ofthe materials,'teambuilding through
the use of community clusters formed for mutual support and communication among facilitators, and a high
level of motivation, as well. Demand for these classes in these distant communities and settlements have been
much higher than expected and include many learners both older and younger than the target group.
3.2 SYSTEMIC SUPPORT
The success of any initiative depends on systemic support at many levels. This study assesses systemic
support of the YES pilot initiative through community mobilization as well as the YES pilot design,
management, and supervision.
3.2.1 COMMUNITY MOBILIZATION
Social mobilization within communities around the radio messaging campaign has been one of the greatest
strengths of the YES pilot. Organized by a small local NGO in Sefwi Wiaws District with tl1!eefield
personneL social mobilization activities reached out to involve more than 1,000 stakeholders--cocoa owners,
farm laborers, PTA/SMCs, unit committees, district assembly members-in community meetings held twice
a month in each community.
During stakeholder meetings held during the assessment, the men and especially the women expressed
appreciation for YES for the following reasons, listed in order of highest number ofreplies:
• Provides children access to education, with what they need for proper teaching and learning;
• Parents shouldprovide all that children need for their education; should not withdraw children from
school for farm work;
• Children below the age of 18 should not be involved in strenuous forms of work;
• To ensure worker safety for our children; children should not do spraying in cocoa farms;
• If the children work very hard it will break their mind and they won't grow well;
• The adults are encouraged to take advantage of the YES project to upgrade their education levels;
• Some women are now able to read;
• Children should be allowed time to play;
• We donot have to punish children severely;
Child·Labor Pilot Project Assessment Report Ghana 13
• Fight against teenage pregnancy;
• Hard work adversely affects the growth and development of children;
• Parents should encourage teachers; and
• Has provided gas lamps and facilitate teaching and learning
One statement made was that parents, facilitators, teachers, youth, and children seemto have greater
appreciation for each other and the work that they do.
In terms of other community support, one woman has come forward and donated the land for a school to be
built in a settlement with very few public facilities. YES also benefited from the donation ofradios by the
World Cocoa Foundation through the FreePlay Foundation. This helped communities gain greater access to
programmmg.
3.2.2 DESIGN, IMPLEMENTATION PLAN, AND ORGANIZATIONAL MANAGEMENT
As described above in Section 1, the YES pilot was designed and implemented as a short-term, low-budget
initiative and, in this context, provides us with notable findings in several areas.
Assessment and design of child labor prevention programs to target and measure impact are difficult because of
the lack of data. To counter this, ECACL and YES invested in assessments, which were conducted during
pre-pilot design and post-pilot startup, to determine the particular aspects of child labor in the region. As a
result, the pilot's design created stronger interventions by carefully pinpointing a limited area and designing a
holistic strategy to develop community capacity for increased production using environmentally safe
techniques while providing nonformal education relevant for child laborers. However, unfavorable
management practices contributed to considerably diminished breadth and depth of the pilot.
Management and supervision proved to be the greatest challenge as a result of changes in key personnelof
the international contracting organizations, micromanagement from above, poor communication, which led
to a number of misunderstandings, and insufficient staffing, especially at the district level. Figure 2 below
shows the location of main organizations active in the pilot, the percent of support for staff (part time or full
time), and staff turnover rates.
Figure 2: Organizational Relationships by Location and Staffing
_____t
Changes in key personnel at the initial stage of the pilot created a less-than-smooth takeoff. As indicated in
Figure 2, there was staff turnover in Washington, Accra, and in Takoradi Capitalofthe Western Region,
leaving the Field Office Coordinator and local NGO without direction, resources, and authority. Initially, the
key staffin Washington, who had the original vision for the pilot, attempted to participate regularly from
Washington through bi-weekly phone conference calls with CARE Accra. Unfortunately, this required the
Manager and Field Office coordinator to travel 14 hours round trip to the capital city twice a month. Given
the distance and travel time, these meetings proved to be too burdensome and were called to a halt. However,
14 Child Labor Pilot Project Assessment Report: Ghana
this left the field coordinator without communication-because of a lost e-'mail, clearance for purchase of a
phone and laptop computer did not arrive until February 2004.
As noted above, there were delays in the development of curriculum materials. Initially, a memorandum of
understanding was signed with the Ministry ofEducation Office of Non-Formal Education to prepare NFE
materials for the pilot, but the agreement was suspended because of delays in meeting deadlines. CARE staff
continued development using NFE problem-posing methodologies until it was turned over to external
consultants who completed the task.
In the meantime, PROMAG started community mobilization activities using PLA methodology to provoke
and activate discussions around the radio social messaging campaign PSAs,.socio-dramas, and talk shows. As
interest was generated in the 15 communities, demand grew for more field assistance. PROMAG, however,
had little flexibility to hire extra staff because it was operating through short term-contracts with CARE for
specific assignments (three months from September to December, 2003; and five months in July to
November 2004) at 4,700,000 (US $629) per month to cover two project staff, gas, oil, bike repair, and
administrative costs.
PROMAG's experience, knowledge, and commitment to community development combined with the Field
Coordinator's experience in non-formal education flourished during the September training programs. The
expertise ofPROMAG and the Field Coordinator formed an excellent team that needed more capacity￾building support andguidance to be able to realize their full potential for better achieving the pilot objectives.
These conditions, combined with an overriding emphasis on data collection and preparation of materials,
severely hampered field operations.
Child Labor Pilot Project Assessment Report Ghana 15
SECTION 4:
SUMMARY OF LESSONS LEARNED
BY OBJECTIVES
4.1 OBJECTIVE I: CHANGE HAZARDOUS PRACTICES,
ESPECIALLY THOSE INVOLVING CHILDREN
• The lack of data on child labor is a critical issue to address; assessments have the potential to yield stronger
data results when research is conducted in concert with locally-based researchers.
• Proposed initiatives should involve the stakeholder representatives (youth, parents, teachers, principals,
farmers/cocoa producers, community leaders) from local districts and/or communities in all phases from
assessment, and the sharing of data and feedback to the design and implementation to increase ownership,
buy-in, and sustainability.
4.2 OBJECTIVE 2: IMPROVED ENVIRONMENT FOR CHILDREN
TO BETTER EXERCISE THEIR RIGHTS TO A
DEVELOPMENTAL & SAFE CHILDHOOD
• \XTorking with the local NGO with close ties to the community and a proven track record with various
projects implemented in the district is invaluable. PROMAG is experienced, knowledgeable, and
committed, with a solid grasp of participatory action methodology that catalyzed community mobilization.
• Radio messaging combined with discussions facilitated by CCPs using PLA methods can be used as a
highly effective teaching tool to reach a wide range ofstakeholders.
• Radio messages produced locally using songs, music, and social vignettes seemed to resonate more with the
facilitators·and listeners in the communities.
• Distribution ofradios should be done democratically to assure more equitable coverage.
4.3 OBJECTIVE 3: IMPROVED ACCESS TO RELEVANT AND
QUALITY BASIC EDUCATION FOR CHILDREN/YOUTH IN
HAZARDOUS WORK ENVIRONMENT
• Curriculum development could have been minimized by drawing on materials produced by other
international NGOs and augmenting these materials with YES booklets on particular messages. Booklets
could have been easily developed based on the radio socio-dramas, for example, illustrated by local artists
and widely distributed.
• Traditional curriculum can be made more relevant when combined with participatory methodologies.
• Learning facilitators selected from within the community can be very effective and must be provided with
short-term training followed by frequent refreshers, support groups, and monitoring.
PREVIOUS PAGE BLANK Child Labor Pilot Project Assessment Report: Ghana 17
4.4 OBJECTIVE 4: CHILDREN'S PARTICIPATION-INCREASE
UNDERSTANDING OF CHILD RIGHTS AND GOOD
GOVERNANCE WITHIN SELECT COMMUNITIES
• Revise objectives when necessary. Introducing initiatives that call for evidence of a link between children's
input and community decision-making, as was stated in the original plan, may be too big a step for a one￾year pilot to make•
• Those youths who became radio custodians and took the custodial agreement seriously learned about child
rights and the responsibilities of good governance by making sure that the radios were shared and available
for all. The opportunity could have been developed more thoroughly to assure a transparent democratic
process in radio distribution as stated above.
18 Child Labor Pilot Project Assessment Report: Ghana
SECTION 5:
MAIN CONCLUSIONS
AND RECOMMENDATIONS
The pilot was successful in introducing innovative approaches and demonstrating a variety ofways to prevent
abusive child labor.
5.1 INTERVENTIONS
Preventive interventions require training facilitators in interactive, child-centered methods to improve the quality
of the teacher-learning experience in addressing needs of child/youth laborers.
Protective interventionsincluded providing information in learning environments in nonformal education
programs, educating youth on laborlaws, as well as educating and involving family and community leaders.
Such interventions require a "whole system" approach that can prove challenging and require a long-term
commitment.
Developmentalinterventions such as vocational and pre-vocational training can offer safe work alternatives for
youth who need income. The pilot did not offer vocational training; however interviews with stakeholders
identified this as a need to be considered in follow-on activities.
Although no definitive answers emerged as to which intervention or group ofinterventions was most
effective in preventing abusive child labor, the pilot initiative heightened awareness and commitment within
the community, introduced child labor issues into non-formal education, and extended access to education in
very remote communities. However, the protective interventions conveyed through radio messages and
stakeholder sessions were very effective in engaging parents and community leaders and formed the basis for
discussions led by women with children in their homes.
5.2 CROSSCUTTING THEMES
5.2. I CONTEXT
People who live in settlements located on the footpatlls beyond where the road stops are poor in terms of
material goods. They have neither electricity nor easy access to water. There are no schools, literacy rates are
low. They have come from other areas, sometimes through middle people, and have settled specifically for
work on the cocoa farms. They speak Twi, Ewe, and other Akan languages; have different cultural norms that
can contribute to gender inequities; and they do not speak English. All of these essential factors should be
taken into consideration when designing and implementing education initiatives. It means that simply stated
spoken and written messages augmented by the use of locally available visual materials and participatory
action-learning processes can be most effective, sustainable, and have greater transfonnative value than
traditional teaching methods, especially in this context.
5.2.2 GENDER
A country such as Ghana that has socio-cultural dynamics weighted heavily against girls needs a specific
strategy to address gender considerations in any initiative. Initially the study had only one female facilitator;
the number was increased to seven during tlle September workshops. Out of over 100 photos and
illustrations shown in the VocationalUJeskills Stuc!Y Book, only a handful depicts women; all others are male
Child Labor Pilot Project Assessment Report: Ghana 19
figures. With an average 1:3 ratio of girls to boys in pilot classrooms, it is clear that extra efforts should be
made to redress gender inequities.
5.2.3 STRATEGY, ORGANIZATION, AND MANAGEMENT
The pilot strategy was organized with a broad scope of activities that was overly ambitious and not practical
for a one-year pilot. Organization and management of the pilot may have been improved with a better
understanding of the culture and expertise of the local PROMAG organization as well consistent leadership
and less turnover in management positions. These issues imply the following:
• Structure and capacities of PROMAG as well as those of the donor and CARE need to be understood by
all;
• Management plans need to be developed based on assessment of organizational capacities;
• High turnover in management needs to be avoided;
• The location of the coordinating organizations needs to be carefully considered and compensated for;
• Agreements on tasks, reports, and deliverables need to be fully understood by each implementer before/at
the start of activity, with review and restructuring if/when necessary.
5.2.4 TIME AND BUDGET
From the beginning, expectations could have been more reasonably aligned with time and resources.
Combined with the ambitious number of deliverables for the pilot, all ofthe management issues raised above
became intensified given the short time period and modest budget. Implementers were hard pressed to meet
all the research, materials development, and training demands
5.2.5 MONITORING AND EVALUATION
The M&E Plan, which was created before assessments were conducted, was revised and much simplified in
December 2003. M&E plans need to include indicators that capture quantitative and qualitative outcomes.
The non-formal programs-learner-friendly classroom environments-use child...;centered approaches to
provide learners with an environment that supports transformative processes needed for child laborers.
Because pilot interventions for these learners needed to: (1) fosterflexible, exploratory, interactive, and
inventive leamingstyles; and (2) seek diversity by making sure that all students (by sex and ethnicity) are
actively engaged in the learning process, methods and tools should include basic techniques that are shaped
by a democratically based, participatory philosophy and practice that encourages broad-based involvement.
Although these characteristics were implied and stated in various places ofthe implementation plan, they
were neither clearly defined objectives of the pilot nor was the M&E plan designed to monitor according to
these standards. The findings indicate that community-mobilization activities and the effects ofthe
September training offacilitators show promising achievements in these areas, if continued. Qualitative
indicators could be helpful in monitoring the transformational effects of education interventions as well as
aiding all stakeholders to achieve expected outcomes and processes beyond simply counting numbers.
5.2.6 SUMMARY
The positive results and lessons learned from the pilot form a stable prerequisite for further development and
extension of the YES pilot initiative in Ghana and other regional centers with problems related to the worst
forms of child labor in remote, rural, agriculturally based subsistence economies.
20 Child .Labor Pilot Project Assessment Report: Ghana
APPENDIX I:
MONITORING AND
EVALUATION PLAN
Youth Education & Skills Project
Targeted Population: Children and youth in the worst fonns of child labor in Western Region, Ghana
Purpose: to develop and test a methodology to reduce hazardous child labor
Activities Indicators Outcomes Beneficiary
Reach
Objective I: Change hazardous practices especially those involving children
I. Ia Baseline study and Child
Rights Knowledge, Attitudes
and Practices in the target
areas
I. Ib Gender analysis
1.1 c System for monitoring and
evaluating activities
1.1 d Situational analysis (area
mapping) addressing:
• Child labor activity by
gender
• Work locations
• Harvest seasons
• Activities by production
phase
• Proximity of children to
work sites (areas of
housing)
• Child migrant worker and
other child laborer
locations
• Education status of child
laborers
• Attitudes of children,
parents, and businesses
about child labor
• NGO programs and
activities in W. Region
• Availability of qualitative
and quantitative data on
child labor knowledge
and practices in selected
areas
• Performance Monitoring
Framework
• Situational Analysis report that
includes identification oftargeted
sites for pilot project interventions
• Improved understanding and
knowledge on hazardous practices
• Reduced hazardous/abusive child
work in target areas
• Altemative strategies piloted
• Baseline study
• 800-1,000
households
Child Labor Pilot Project Assessment Report: Ghana 21
Activities
1.2 Conduct job risk analysis
• Work activities
• Health status of children
• Accidents and injuries
• Conditions of work
1.3 Review and finalize
operational plan based on
baseline and results of
situational analysis
Indicators
Increase information about
risks to children in job
activities in targeted sectors
• Plan produced
Outcomes
One Risk Analysis report on the job
activities performed by children in the
following sectors:
• Cocoa production
• Surface mining
• Rubber plantation
• Timber/wood processing
• Charcoal production
• Completed and approved
operational plan doc
Beneficiary
Reach
• I,000-1 ,500
children and
youth
• 15 communities
Objective 2: Improved environment for children to better exercise their rights to a developmental & safe childhood
2.1 Child rights/needs census
based on input of
community, girls, boys of
different ages, ethnicities,
socio-economic groups
2.2 Public education campaigns
are developed for different
stakeholder groups; girls,
boys, women, men based on
census.
2.3 EIC/BCC plans are
developed and implemented
2.4 Community change
promoters are trained
• Reported knowledge on
child rights
• Community-based
evidence to support
child
• Reported attitudes
towards children and
hazards
• Reported change in
children/youth activities
• No. and attendance in
training workshops
• Increased knowledge, attitudes and • 15 communities
practices on child rights in relation to
community life
• Social support for children to attend
school/education
• Increased social protection against
hazards
• Enhanced capacity of change
promoters to offer effective
leadership and to implement child
rights programs
Objective 3: Improved access to relevant and quality basic education for children/youth in hazardOUS work environment
Increased Access to Education
Opportunities
3.1 Ensure registration of eligible
girls and boys with local
authoritieslleaders
3.2 Establish education service
delivery contracts with
CSOs/CBOs/DES/NFED
3.2 Establish new classes,
educational places for
children/youth
• % enrollment rates for
girls and boys
• Number of educational
places for girls/boys has
increased in targeted
communities
• Reported attitudes to
school
• Number of
children/youth attaining
functional literacy
• Access to educational opportunities
increased for children/youth in target
communities
• Improvements in functional literacy
• Increased enrolment in voe. and/or
other educational opportunities
• I,200 girls and
I,200 boys (12-
17 years)
• 15 schools,
• 30 teachers
• 2000 parents
• DES,
• NGO
22 Child Labor Pilot Project Assessment Report: Ghana
Activities
Increased Relevance and Quality
of Basic Education
3.3 Undertake workshops with
teachers, education
facilitators, PTAs/SMCs,
children & youth to share
views on educational
relevance and quality
3.4 Establish child/youth
govemance process to
oversee implementation and
assessment of model
3.5 Mobilize community
stakeholders for participatory
planning purposes
New Educational Models are
Developed and Replicated
3.5 Develop and test the
delivery of life skills &
functional literacy modules in
targeted communities
3.6 Organize workshops for
collective data analysis and
common visioning of
educational model with
communities, parents,
teachers, children/youth
Objective 4. Children's Participation
4.1 Organize diagnosis of
children participation
4.1 Develop and implement child
participation plan
4.3 Capacity building of
youth/children groups
4.4 Assessment of quality,
effectiveness of
children/youth participation
4.5 Development of plan to
ensure sustainability,
inclusiveness
Indicators
• 1\10. and attendance at
workshops
• Perceptions of parents,
girls, boys
• Evidence of model
• Feedback from youth
• Perceptions on
quality/usefulness of
workshops
• Structure in place
• Planning activities and
decisions
• Documentation
• Evidence of link between
girls and boys
needs/interests and
models
• Meeting minutes
demonstrate increasing
input of girls & boys in
issue analysis and
decision-making
• Lessons leamed are
documented and
disseminated through
workshops, conferences,
publications
• Evidence of decision￾making characterized by
consensus
• Evidence of link between
children's input and
community decision￾making
Outcomes
Better understanding of needs and
interests of youth & children in
hazardous work situations
• Govemance processes effectively
involve children & youth in decision￾making
• Girls & boys participate equally in
project activities and decision-making
• Conduct 18 meetings with the
following stakeholder groups:
• 9, Community Leaders
• 3, Local govemment
representatives
• 2, Parents
• 2, Child/youth laborers
• 2, Private sector
• Develop three community child
labor action plans in targeted
communities with child laborers
• Modules are developed, tested and
evaluated with collaboration of girls
& boys
• Girls & boys participate equally in
project activities and decision-making
• Modules meet the social, emotional
and educational needs of
children/youth
• Participation plan and process
operational
• ChildrenlYouth influence the
development of child rights
initiatives, policies and projects
• Improved quality of life for children
in the communities
Beneficiary
Reach
1,000-1,500 girls
and boys (12-17
yrs)
• 15 schools,
• 30 communities
• 50 comm.
leaders
• 2000 parents,
30 teachers
• DES, NGO
partners,
USAID
1,000-1,500 girls
and boys (12-17
yrs)
• 15 schools
• 30 communities
• 50 comm.
leaders
• 2000 parents,
30 teachers
• DES, NGO
partners,
USAID
I,000-1 ,500 girls
and boys (12-17
yrs)
• 15 schools
• 30 communities
• 50 comm.
leaders
• 2000 parents,
30 teachers
• DES, NGO
partners,
USAID
Child·Labor Pilot Project Assessment Report Ghana 23