ࡱ> '` Wbjbj$$ ;FFO%$III8IJlՒhKK"KKKLLLTVVVVVV$=hzYLLYYzKK[[[YLKKT[YT[[l܏KK <1FIY@*0$0Ւ"yZfyT܏y܏TLJP[StaV%LLLzzx[LLLՒYYYY%= =xh  FRIENDS OF THE HANDICAPPED INTERNATIONAL (FHI)  HYPERLINK "http://WWW.fhi-ghana.com" WWW.fhi-ghana.com ------------------------------------------- CHILDREN WITH DISABILITIES (CWD) EDUCATIONAL DEVELOPMENT PROJECT PROPOSAL Submitted to GLOBAL GIVING Acronyms, Abbreviations and Special Terms DSW Department of social Welfare FHI Friends of the Handicapped International GES Ghana Education Service IGA Income Generating Activities JHS Juniour High School MOESS Ministry of Education, Science and Sports PWD People/Persons with Disability SC Sponsored Children SHS Seniour High School Table of Contents EXECUTIVE SUMMARY page 4 COUNTRY OVERVIEW page 5 Brief History of Ghana page 5 Location and size page 5 Political Boundaries page 5 Political and Administration Aspects page 5 Population page 5 Socio-Economic Factors page 5/6 CURRENT SITUATION OF DISABILITY IN GHANA page 6 Socio-Economic Factors and Disability in Ghana page 6 Economic Activities of People with disabilities page 7 EDUCATION AND TRAINING OF PEOPLE WITH DISABILITY page 7 5.0. BACKGROUND AND CAPACITY OF FHI page 7 History of the Organisaton page 7 Mission statement page 8 Core Values page 8 Achievements page 8 DESCRIPTION OF FOCAL PROBLEM page 8 BRIEF DESCRIPTION OF PROJECT page 9 MANAGEMENT AND ADMINISTRATION page 9 FHI Office Background page 9 Management and Administration page 9 Participation page 10 Coordination and Collaboration page 10 DETAIL IMPLEMENTATION PLAN BUDGET 1.0 Executive Summary Friends of the Handicapped International (FHI) as a local Ghanaian Non-Governmental Organisation (NGO) is seeking to address the needs of handicapped School Children in three institutions of children with disabilities in Ghana. The Project is to benefit five hundred and fifty pupils/students. A total amount of one Hundred and Eighty thousand Ghana Cedis (GH180,000) would be needed to help sponsor the education of handicapped children at: Akwapim Mampong Secondary Technical School For the Deaf Cape Coast School for the Deaf and Blind Swedru School For the Deaf Ten (10) Cripples from Abura (a suburb of Cape Coast), Mankessim (a town in Central Region), and Sowutuom in Accra. Help improve the incomes of 50 needy parents of Children with Disabilities in Income Generating Activities to enhance their socio economic development. The Organisation is to partner with Ghana Education Service (GES) and the Department of Social Welfare (DSW) to: - Comb through villages to identify, enroll and sponsor poor disabled children of school going age into their special schools. Identify needy children in all the three schools and facilitate their schooling with educational materials such as Clothing (school uniforms and footwear), School bags, Textbooks, Stationery, e.t.c. Provide learning materials for the training of children in textiles, carpentry, and other vocational and technical education. Assist Vocational and Technical departments to start small scale industries through practical training to make incomes for the schools to ensure independence and sustainability. Provide Sheltered workshops, production materials for skilled cripples and deaf who would complete formal vocational school training to promote self employment. To enable fifty (50) needy parents of sponsored children to move into income generating ventures to improve on incomes to be able to support their children and families. Sensitise the public through community education on the right attitudes towards handicapped or physically challenged children. 8. To establish Sign Language Centre and Polytechnic or University for the Deaf to put in place the non existence of any tertiary institute in Ghana and West Africa. 2.0. COUNTRY OVERVIEW 2.1. Brief History of Ghana The Gold Coast was the first African country south of the Sahara to attain independence from Britain (6 March 1957) after 113 years of colonial rule. On independence, the country was renamed Ghana after one of the ancient Sudanese empires which flourished between the 4th and 10th centuries. On 1st July, 1960, the country became a Republic with Dr. Kwame Nkrumah as the first President. Following independence, Ghana assumed a leadership position in the fight for independence on the African continent. 2.2. Location and Size Ghana lies almost at the centre of the countries on the coast of West Africa and has a land area of 239,460km. Its southern coast extends between latitude 4 degrees N and 6 degrees N. From the coast the country extends inland to latitude 11 degrees N, covering a distance of 536km between longitude 1 degrees E and longitude 3 degrees W. 2.3. Political Boundaries Ghana is bordered on the east by Togo, on the west by La Cote dIvoire, and on the north by Burkina Faso. In the south lies the Gulf of Guinea. 2.4 Political And Administrative Aspects Ghana is divided into 10 Administrative Regions. The Regions have also been divided into 138 Admistrative Districts. A few more districts are being inauguarated in the first quarter of this year, 2008. The Districts are in turn subdivided into Sub-districts. The Regions are headed by Regional Ministers who are the political administrators. Each District has a District Chief Executive as the admistrative head. The District Assembly is the primary political and decision making body at the district level and is to primarily involve communities in decision making and implementation and to promote equitable social and economic develpoment. The Assemblies are made up of elected and nominated members. The Ministry of Education, Science and Sports (MOESS) has the responsibility of promoting education in the country. The Ghana Education Service (GES) is the body responsible for running the educational system. 2.5. Population Ghanas population is estimated to be about 22,769,412 in 2007. This was projected from the Housing and Population census figures of 2000 at a growth rate of 2.7%. The population of children under 5 years is about 20%. Children between 5 years and 15 years constitute 27.3% of the population. 2.6. Socio-Economic Factors The Ghana Government is working towards the attainment of the Millennium Development Goals (MDG), New Partnership for African Development (NEPAD) and accessing resources from the Millennium Challenge Account (MCA). The development agenda of the government is based on the Growth and Poverty Reduction Strategy 11 (2006-2009) aimed at accelerated and sustainable shared growth, poverty reduction, promotion of gender equity, protection and empowerment of the vulnerable and excluded within a decentralized, democratic environment. The macroeconomic situation in the country is relatively stable. The inflation rate is at 9%, and the interest rate has fallen to about 20% and the Bank of Ghana prime rate is at 15.5%. The exchange rate and the depreciation of the Cedi have been relatively stable for the past 4 years. Agriculture employs 60% of the countrys work force. It is the backbone of Ghanas economy contributing 36% of Gross domestic Product (GDP). The political and economic stability coupled with good governance has attracted investors and other development partners, and as a result Ghana has become the gateway to the West African sub region. The government, having realized the ever increasing development needs of the rural communities, is proposing an increase in the District Assemblies Common Fund. This is intended to accelerate development at the District level. With the advent of the School Feeding Program under the NEPAD initiative and the Capitation Grant to facilitate the implementation of the Free Compulsory Universal Basic Education (FCUBE) agenda, school enrolment has increased significantly with its attendant problems of increased demand for school infrastructure, teachers and teaching and learning materials. The National Health Insurance Scheme (NHIS) has now taken off in most of the Districts in the country. This has come to replace the cash and carry system where people had to pay before medical service was given. It will again offer free medical care for children below the age of 18 and the aged above 70years who have been registered by the scheme. Due to the vigorous campaign against HIV and AIDS, the prevalence rate has fallen from 3.35 to 2.7% as at April 2006. The above positive indicators are however threatened by the ever increasing crude oil prices in the World market. This has resulted in the increase in prices of goods and services and making the cost of living high. A recent off shore oil find in the Western Region of Ghana is kindling hope for the country, and it is hoped that the economy will boom when exploration begins in the next few years. CURRENT SITUATION OF DISABILITY IN GHANA There is no comprehensive data on numbers of physically challenged persons in the country. However, government has instituted a National Disability Policy document based on the National Constitution (1992). In the Constitution of Ghana, there is provision for the protection of the rights and enhancement of opportunities for persons with disabilities. 3.1. Socio-economic Factors and Disability in Ghana People with Disabilities (PWDs) have problems going to school. Even when they manage to enter the formal educational system, they find it difficult to go beyond primary education. But it has to be noted that the few who manage to overcome their condition and persevere through formal education succeed and attain higher levels. In most cases they distinguish themselves in their career. Generally, more males with disabilities make it through schooling than females. 63.7% of males and 47% of females with disabilities make it through formal education. 3.2. Economic Activities of People with Disabilities There are several constrains and frustrations in the employment of PWDs. Other issues arise as to the quality and level which they can be employed. The real solution therefore lies with how well PWDs could be equipped with appropriate skills and competence to make them self-reliant. There is the need to provide incentives to Employers who may take on PWDs. Good working conditions and proper care also need to be worked out for PWDs to avoid the usual dehumanizing nature of their employment. 4.0. EDUCATION AND TRAINING OF PEOPLE WITH DISABILITIES The National Disability Policy document outlines goals, objectives and strategies which will enhance the training, education and welfare of all persons with disabilities. Objective 4 of the document states: - To ensure access of PWDs to education and training at all levels. In order to address issues of education, several strategies were recommended for action to support PWDs to receive maximum benefits of educational facilities to promote their progress. Young qualified persons with disabilities would also be encouraged to pursue Secondary and Tertiary education. Special education such as training in sign language and Braille writing would be included in curricular of Teacher Training Institutions. All the ten administrative regions of Ghana have special schools for each category of persons with disability. There are basic schools for the blind, the deaf, and the physically disabled. The only Senior High School for the deaf in the country is at Akwapim Mampong. The blind are able to integrate in the mainstream educational institutions to the tertiary level. 5.0. BACKGROUND AND CAPACITY OF FRIENDS OF THE HANDICAPPED INTERNAIONAL (FHI) 5.1 History of Organisation Friends of the Handicapped International was born out of the experience of the needs observed at School for the Deaf, Cape Coast, Ghana. The founder of FHI, Brother Kofi Odum enrolled his deaf daughter at the special school in 1987/88 academic year. He was confronted with poor physical infrastructure. Cost of school boarding facilities could not be borne by many parents due to poverty. Some teachers even though trained and qualified lacked the knowledge of the sign language and had to learn from the school before being able to teach effectively. Brother Kofi was touched by these needs. As an evangelist and children Sunday School Teacher, he was moved by the love of God to start helping these vulnerable children. He started in a small way to provide boarding facilities and some teaching and learning materials for the general development of the school to promote quality education for the children. He started traveling to the rural areas where these children come from to educate their parents and communities to have the right attitude towards these disabled children, and to support them within their small means. Some of the poor parents were helped with funds to start some income generating ventures to improve their social and economic lives. Out of these efforts, Friends of the Handicapped International was born in 1994 and officially registered as a Non Governmental Organisation in 1998. 5.2. Mission Statement To imitate the love and compassion of Jesus Christ in reaching out to the deprived, neglected and needy people with disabilities, especially children. Helping them to make life meaningful through education, life skills training, and business assistance to integrate well into the Society. Building up their confidence through psychological counseling that will enable them to break loose from all social bondage that seeks to belittle their existence and to bridge the gap between them and physically able people in all endeavours to the glory of God and Father of our Lord and Saviour Jesus Christ. 5.3. Core Values We love the disabled just as they are. We care for their well-being and are concerned for their development. 5.4. Achievements Provided educational materials such as school uniforms, school bags, footwear, stationery, beddings, bed nets (mosquito nets) and provisions for needy children in nursery, primary, junior and senior high schools. 500 children have benefited from these. Travelled extensively to rural areas to educate parents of children to have the right attitude towards such children, to identify other such neglected children, enrolled and supported them in special schools. Provided computers to schools for the deaf, Braille writing machines to the blind and vocational materials and tools to sponsored children in special schools. Students as well as teachers have gained computer skills from the computer library project. 60 teachers and 150 deaf children have been trained so far. Funded income generating activities for parents of sponsored disabled children, to improve their incomes and social and economic lives and those of their children. 15 parents/families benefited from this micro financing project. Facilitated the training of disabled youth to acquire skills, and provided sheltered workshops for them and funded small scale self employed industry to settle them after school. 200 deaf school graduates and 25 cripples have been helped to settle in self employment. 6.0. DESCRIPTION OF FOCAL PROBLEM There exist negative attitudes and social taboos against PWDs in many parts of the World and that includes Ghana. This leads to the neglect of these vulnerable people hampering the development of their God-given potentials. To many parents, it is a waste of resources and an unnecessary bother to send the physically challenged such as the deaf, the blind or the cripple to school. These children are usually marginalized. Some parents who might be very poor but willing to send Children with Disabilities (CWDs) to School would otherwise prefer to rather educate able children. In the Ghana setting as in most of Africa, there is the need to motivate parents to send CWDs to school. The best is to support them materially and financially. It has been observed that most CWDs will normally not be brought to school without any financial and material support. 7.0. BRIEF DESCRIPTION OF THE PROJECT FHI Educational Development Programme will enhance the on-going CWD Sponsorship Project in some selected Handicapped Schools in the country. Identify needy children in all the three schools and facilitate their schooling with educational materials such as Clothing (school uniforms and footwear), School bags, Textbooks, Stationery, e.t.c. Provide learning materials for the training of children in textiles, carpentry, and other vocational and technical education. Assist Vocational and Technical departments to start small scale industries through practical training to make incomes for the schools to ensure independence and sustainability. Provide Sheltered workshops, production materials for skilled cripples and deaf who would complete formal vocational school training to promote self employment. It will seek to create opportunities for the establishment of small scale industries for fresh graduates of the Technical and Vocational Units of the handicapped schools involved in the project. To enable fifty (50) needy parents of sponsored children to move into income generating ventures to improve on incomes to be able to support their children and families. Sensitise the public through community education on the right attitudes towards handicapped or physically challenged children. 8.0. MANAGEMENT AND ADMINISTRATION 8.1. FHI Office Background FHI has been supporting the education of disabled children in some selected schools in Ghana. The organisation has sourced and distributed educational materials (School uniforms, school bags, stationery), food, toiletries and beddings to schools for the benefit of such physically challenged children. Computers and vocational and technical training tools have been provided to enhance teaching and learning. Rural communities have been sensitised on the need to the education and proper care of disabled children. Disabled youth have been trained to acquire vocational skills. They have been supported to set up own workshops for self employment. 8.2. Management and Administrative Plan FHI has a very simple administrative structure. The President of the Organisation is the National Coordinator of the Programme and is the sole full time worker, working mainly on volunteering basis. He links up with staff of various supported schools who also offer all the assistance needed in implementing any projects. 8.3. Participation The project has been designed with participation of the selected beneficiary schools. The schools will help implement the project for the benefit of the disabled children who will be the direct beneficiaries. 8.4. Coordination and Collaboration FHI will work closely with the District offices, the Special Education Unit of Ghana Education Service where the selected schools are located. The unit has oversight of education and training in the special schools of the disabled. The beneficiary schools will assist in the distribution of all the supplies and help manage the project. They will provide staff and vehicles to implement the project. Parents and guardians of beneficiary school children will continue to receive education on the need to take proper care of their wards. They will ensure that the children would always be in school. They will also contribute towards the training and education of their wards. In this vein, needy parents and guardians would be supported by the project in micro business financing to improve household incomes and to better contribute to the care of their children. KOFI ODUM FOUNDER/EXEC PRESIDENT FRIENDS OF THE HANDICAPPED INT. (FHI) P O BOX GP 20275 ACCRA, GHANA WEB.  HYPERLINK "http://www.fhi-ghana.com" http://www.fhi-ghana.com  HYPERLINK "http://www.fhi-ghana.com/videos.html" http://www.fhi-ghana.com/videos.html  HYPERLINK "http://www.fhi-ghana.com/award.html" http://www.fhi-ghana.com/award.html  HYPERLINK "http://www.globalgiving.org/projects/help-educate-children-with-disabilities-in-ghana/" http://www.globalgiving.org/projects/help-educate-children-with-disabilities-in-ghana/ EMAIL:  HYPERLINK "mailto:info@fhi-ghana.com" info@fhi-ghana.com ;  HYPERLINK "mailto:fhikodum@yahoo.com" fhikodum@yahoo.com Tel. 00233 277 609 701     PAGE  PAGE 2 56\]^opqrƲƁƲpaO>/h],)5CJ OJQJ^JaJ h],)56CJOJQJ^JaJ#heh&5CJOJQJ^JaJhe5CJOJQJ^JaJ h&56CJOJQJ^JaJ*h],)h&0J56CJOJQJ^JaJ5jh],)h&56CJOJQJU^JaJ&h],)h&56CJOJQJ^JaJ/jh],)h&56CJOJQJU^JaJ#h],)h&5CJ,OJQJ^JaJ,h&5CJ OJQJ^JaJ  5qr    gduvq$a$gd&WW     % ( R S ۷xfUF;1h~.cOJQJ^Jh~.c5OJQJ^Jh~.c5CJOJQJ^JaJ hhCJOJQJ^JaJ#huvqhuvq5CJ4OJQJ^JaJ4huvq5CJ4OJQJ^JaJ4huvq5CJ OJQJ^JaJ h&5CJ OJQJ^JaJ #h],)h&5CJ,OJQJ^JaJ,#h],)h(*5CJ,OJQJ^JaJ,#h],)h],)5CJ,OJQJ^JaJ,#h],)h5CJ,OJQJ^JaJ,#h],)h]`5CJ,OJQJ^JaJ,               ! 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