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United Nations Department of Economic and Social Affairs Sustainable Development

Refugee Integration Organisation (RIO)

#SDGAction42152
Description
Description
Help refugees in Ghana integrate in the society and economy through English, cultural, and transferable skills education, and university scholarships. We are going to help over 5000 refugees in the Krisan and Ampain camps. Our content teaches English, cultural, and transferable skills. We have a formal partnership with the Ghana Refugee Board, Lancaster University, Ghana, the UNHCR, and BookBox. We are the only organisation running this model in Ghana, and West Africa within refugee camps. UNHCR and the Ghana Refugee Board.
Expected Impact

We outsource digital courseware from BookBox and build our own non-digital English courses. We have 6 teachers from the Ghana Refugee Board. 3 teachers to each camp who facilitate our courses. Our classes are held 3 and 5 times a week in each camp. Each course lasts 6 months, and involves 200 refugees per cohort. <br />
Assessments are done before and after our course begins, and progress reports are provided by the Ghana Refugee Board. After the 6 month course, the refugees are assessed to see which of them qualify for scholarships to Lancaster University, and are duly admitted.

Capacity

We are fostering partnerships with local organisations to train our refugees in capacity building through entrepreneurship skills training. This is encase we recognise that not all our refugees will receive scholarships from Lancaster University, or any of our other partner universities, and also because we realise that the key way of getting them out of the camps and becoming independent is to educate them in their host society's language(s), culture, and skill requirements.

Governed

This initiative is governed by the management team, Ghana and Brazil based. The management team consists of the CEO, the Co-Founder, and the Board Member. The team is made up of 5 members, with 3 in Ghana (the area of operations).

Partners
UNHCR, Ghana Refugee Board, BookBox, Lancaster University.

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 4

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

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
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

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
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

Goal 8

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

Goal 8

8.1

Sustain per capita economic growth in accordance with national circumstances and, in particular, at least 7 per cent gross domestic product growth per annum in the least developed countries
8.1.1

Annual growth rate of real GDP per capita

8.2

Achieve higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour-intensive sectors

8.2.1

Annual growth rate of real GDP per employed person

8.3

Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation, and encourage the formalization and growth of micro-, small- and medium-sized enterprises, including through access to financial services

8.3.1

Proportion of informal employment in total employment, by sector and sex

8.4

Improve progressively, through 2030, global resource efficiency in consumption and production and endeavour to decouple economic growth from environmental degradation, in accordance with the 10-Year Framework of Programmes on Sustainable Consumption and Production, with developed countries taking the lead

8.4.1

Material footprint, material footprint per capita, and material footprint per GDP

8.4.2

Domestic material consumption, domestic material consumption per capita, and domestic material consumption per GDP

8.5

By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value
8.5.1

Average hourly earnings of female and male employees, by occupation, age and persons with disabilities

8.5.2

Unemployment rate, by sex, age and persons with disabilities

8.6

By 2020, substantially reduce the proportion of youth not in employment, education or training
8.6.1

Proportion of youth (aged 15-24 years) not in education, employment or training

8.7

Take immediate and effective measures to eradicate forced labour, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end child labour in all its forms

8.7.1

Proportion and number of children aged 5‑17 years engaged in child labour, by sex and age

8.8

Protect labour rights and promote safe and secure working environments for all workers, including migrant workers, in particular women migrants, and those in precarious employment

8.8.1

Fatal and non-fatal occupational injuries per 100,000 workers, by sex and migrant status

8.8.2

Level of national compliance with labour rights (freedom of association and collective bargaining) based on International Labour Organization (ILO) textual sources and national legislation, by sex and migrant status

8.9

By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products

8.9.1

Tourism direct GDP as a proportion of total GDP and in growth rate

8.10

Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all

8.10.1

(a) Number of commercial bank branches per 100,000 adults and (b) number of automated teller machines (ATMs) per 100,000 adults

8.10.2

Proportion of adults (15 years and older) with an account at a bank or other financial institution or with a mobile-money-service provider

8.a

Increase Aid for Trade support for developing countries, in particular least developed countries, including through the Enhanced Integrated Framework for Trade-Related Technical Assistance to Least Developed Countries
8.a.1

Aid for Trade commitments and disbursements

8.b

By 2020, develop and operationalize a global strategy for youth employment and implement the Global Jobs Pact of the International Labour Organization

8.b.1

Existence of a developed and operationalized national strategy for youth employment, as a distinct strategy or as part of a national employment strategy

Name Description
After the 6 month course, the refugees will be eligible for Lancaster University admission assessments
After the 6 month course, the refugees will be fully conversationally proficient in English
After the 6 month course, refugees will be able to seek employment outside the camps
Financing (in USD)
2500
Staff / Technical expertise
We have a five person staff working full and part-time on this project.
No progress reports have been submitted. Please sign in and click here to submit one.
False
This initiative does not yet fulfil the SMART criteria.
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Timeline
17 November 2021 (start date)
17 May 2021 (date of completion)
Entity
Refugee Integration Organisation
SDGs
4 8
Geographical coverage
Takoradi/Esiama/Ghana
Website/More information
N/A
Countries
N/A
Contact Information

Rya Kuewor , CEO

ryargk@gmail.com