Minimizing School Drop Out (SDO) in Ayawaso
Description
The Initiative will be carried out in North and East Ayawaso Constituencies typical Zongo communities of the greater Accra Region of Ghana, Field Educators will be educated on a strategic survey, research and community education so they can go to ground and look for concrete data for the real percentages of School Drop Out SDO) in the communities. Data collection will be face to face interviews, focus group discussions, online surveys and community forums to find out the problems, causes of the problems and what will be the possible solutions to SDO in the communities. The organization will also collaborate with the Youth, Clubs, Bases, community leaders and other stake holders to organize a community outreach program to create awareness on the need for education in the communities. Establish a youth education center, lobby for cooperate institution to setup a scholarship schemes for the youth and the SDO in the community. Also advocate for the government to give free/affordable access to education.
The organization will liaise with other Information Technology organizations like KINGS to build the capacity of the Field Educators and the Youth. Community Leaders and the Youth will be encouraged to take a very active role in sustaining the activities and making it a point to protect any product or SDGs document for the use of the community, the youth will be encouraged to set up an Adult Education centers to build the capacity of their members and also use the centre to encourage the School drop out to continue their education
The project will be structured by active participation of the community, the organization will train volunteer Field Educators who will then go to the create awareness on education in the community , in collaboration with the Field Educators and Ayawaso Council of Zongo Chiefs to plan outreach activities to educate and create awareness the community members
Ghana Information Network for Knowledge Sharing
Ejara Enterprise
Ministry of Education
Accra Metropolitan Assembly
Ayawaso Council of Zongo Chiefs
Community Youth Organizations
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Abdul Samad Said, Mr.