Involving Community Leaders in project implementation

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TRRR donate to Buduburam Community

Upon the visit of the delegation of TRRR to the Buduburam in 2013, and direct interactions with the former refugees and some community leaders, TRRR saw the need to establish a scholarship program to be managed by the Leadership of Cradle of Hope for Relief and Development.

Presently, 20 vulnerable school children from various schools within the refugee community are benefiting from the initiative. The selection of these children was critically analyzed along with the various schools to certify the criteria of academic performance and need the base.

Despite huge demand to expand the initiative to cover many as 500 and more vulnerable children, the initiative presently caters to the 20 beneficiaries with tuition fees only.

Quite aside from the scholarship initiatives, the delegation donated cash and some teaching and learning aid to the community through CHRAD.

The Transatlantic Roundtable on Religion and Race (TRRR) is a community of discourse, focusing on religious responses to issues of race (and similarly functioning ethnic or cultural markers of social otherness) within contemporary western cultures.

At the heart of the TRRR initiative is a concern that a current obstacle to addressing persistent racial problems in many western contexts is that “race” is increasingly dismissed as a category of explanation for social problems—even where blacks find themselves disproportionately enduring adverse social dynamics and conditions.

RRR wants to ensure that where race is an accurate and useful explanation for social problems and potential solutions that it receives appropriate attention.

Though TRRR’s approach is scholarly, its commitment is to advancing informed and progressive approaches to persistent racial problems in dialogue and collaboration with broad publics (including faith-based, civil society, and governmental leaders).

Cradle of Hope for Relief and Development has been identified and partnered to channel educational support to vulnerable children in the Buduburam community, Ghana.

We are grateful for the gesture of TRRR and the partnership while calling on well-wishers and donor community to support us to be able to expand our services of address pertinent educational challenges to the vulnerable children in society.

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The supply of Teaching and learning materials to deprived schools plays a central to CHRAD’s activities and is one of our core areas of service.

We solicit material aid for and on behalf of schools and school children in local communities to ensure that, challenges confronting them due to lack of these materials can be addressed.

Analysis from educationists indicates that schools in rural and or deprived communities are under-performing due to the following:

Lack of teaching and learning materials such as recommended textbooks, exercise (copy) books, pen and pencils, calculator, chalk, etc.

Lack of basic facilities light, computers, Library

Other basic things like shoes, uniform, school bag

Hunger and starvation; children going to school on an empty stomach causing lack of concentration and reducing their cognitive values.

Lack of motivation etc

Owing to our continued effort to seek the welfare of these children, we apply to donor agencies for support.

This donation was therefore, a direct response to our call on UNESCO’s Regional office, Accra for support.

One thousand (1,000) embossed exercise (copy) books were produced and other learning materials purchased and distributed among the school children at the Buduburam Refugee Settlement. CHRISTA Faith Foundation Academy and Emmanuel Lutheran School benefited from the donation.

Community and opinion leaders including the chairman of the Parents Teachers Association (PTA), the school authorities and the school children were overwhelmed and expressed appreciation to CHRAD for the initiative as well as UNESCO for the donation.

Since the donation items were shared among school children who were actively attending school, school attendance experienced a sharp increase in various classrooms.

Parents with evidently weak economic background were joyful in view of the fact that the donation was a huge relief of burden for providing the items for the children.

As a way of encouraging school attendance, the school authorities are calling on well-wishers, philanthropists and the donor communities to support.

Workshop on Intelligence and Multiple Intelligence

The theory of multiple intelligence (MI) was developed by Howard Gardner, a professor of cognition and education at Harvard University. Introduced in his 1983 book, Frames of Mind, and refined in subsequent writings, the theory contends that human intelligence is not a single complex entity or a unified set of processes (the dominant view in the field of psychology). Instead, Gardner posits that there are several relatively autonomous bits of intelligence and that an individual’s intellectual profile reflects a unique configuration of these bits of intelligence.

As part of our services, we organized a workshop in 2007 to introduce teachers within the community to the Intelligence Specific concept as a way of upgrading their skills. Madam Maeyhvis Tobin, an educational consultant facilitated the first workshop which was attended by 13 teachers from various schools. Participants made the following remarks:

The concept of Intelligence and Multiple Intelligence is not memorization learning or knowledge reproduction, but the use of other intelligence specific and inherent skills that can naturally help individuals fully utilize their knowledge

The Concept helps teachers discover different perspectives for problem-solving.

The concept is a practical means of helping teachers merge hobby into your work and enrich your range of reaching others. For example, drawing or illustrating a financial story

The facilitator took the participants through the following:

  • Linguistic intelligence, exemplified by writers and poets, describes the ability to perceive and generate spoken or written the language.
  • Logical-mathematical intelligence, exemplified by mathematicians and computer programmers, involves the ability to appreciate and utilize numerical, abstract, and logical reasoning to solve problems.
  • Musical intelligence, exemplified by musicians and composers, entails the ability to create, communicate, and understand meanings made out of sound.
  • Spatial intelligence, exemplified by graphic designers and architects, refers to the ability to perceive, modify, transform, and create visual or spatial images.
  • Bodily-kinesthetic intelligence, exemplified by dancers and athletes, deals with the ability to use all or part of one’s body to solve problems or to fashion products.
  • Naturalistic intelligence, exemplified by archaeologists and botanists, concerns the ability to distinguish, classify, and use features of the environment.
  • Interpersonal intelligence, exemplified by leaders and teachers, describes the ability to recognize, appreciate, and contend with the feelings, beliefs, and intentions of other people.
  • Intra-personal intelligence, apparent when individuals pursue a particular interest, choose a field of study or work, or portray their life through different media, involves the ability to understand oneself–including emotions, desires, strengths, and vulnerabilities–and to use such information effectively in regulating one’s own life.

Work on NGOs/CBOs Collaboration

In most developing world today, Community-Based Organizations (CBOs) and Non-Governmental Organizations (NGOs) are seen as effective vehicles to transform peoples’ lives and also promote sustainable development for communities. This is because most of the founding members of such agencies are part of the community and are fully aware / affected by the situations that they seek to address. They, therefore, apply integrated, people-centered,participatory development approaches through organizing and mobilizing members of the community into action towards a positive and progressive transformation.

However, these agencies (CBOs and NGOs) at the Buduburam Refugee Settlement lack adequate resources to carry out planned programs. Cradle of Hope for Relief and Development is no exception.

As a refugee community, we rely fundamentally on support from Well-wishers, Philanthropists and donor agencies to implement programs that are essential in helping to relief fellow refugees’ off basic burdens.

It is an honest expectation of all well-wishers to see these agencies appropriately utilizing available resources to help their people. Contrary to this expectation, there is a growing distrust between donors and CBOs and NGOs sitting on misuse of funds by the later.

In effect, donors’ decision to grant funds are steadily declining despite the growing need to support a vulnerable group in society admits rising economic situations and extreme poverty. The workshop was therefore organized by CHRAD to collaborate all CBOs and NGOs within the settlement to forge ahead with a common goal of fending off negative practices related to NGO and CBO work. 32 members of CBOs and NGOs were represented and the workshop was impactful.

Wecome to CHRAD

Cradle of Hope for Relief and Development (CHRAD); a Non-Governmental Organization (NGO) committed to the welfare of vulnerable children and young adults in Sub-Saharan Africa.

Our organization was founded on the moral and conscious belief that children, irrespective of their color, religious background, and gender, deserve a healthy and happy upbringing, as well as opportunities to exhibit their fullest potential in life.

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