Program Title Nto Afaha Educational Program
Problem Statement A lack of quality education within the Afaha community
Program Sponsor Afaha Development Congress
Program Champion Gregory Dan, Ekerette Umoren, Dorothy Umoh
Area of Focus The 10 villages of Afaha community, Essien Udim LGA
Reason for Program To improve the quality of education for Afaha children
Scope

To assess and identify barriers, and implement changes to significantly improve the quality of education for Afaha children in the primary and secondary schools.

Obstacles
  • Many families in Afaha are living in a cycle of generational poverty. In Afaha, while education is theoretically “free”, in practice it is not as parents must pay informal fees for compulsory items and support the local schools’ costs
  • Even though schools may receive enough funding, transparency and efficiency is crucial
  • Many have lost confidence in government schools and only a few can afford the high cost of private education.

High Level Requirements and

Focus

 

  • A robust support network is necessary for the improved quality of life for Afaha students including, but not limited to: qualified, trained teachers, teacher assistants, school monitors, project overseers and management, mentors, and PTA volunteering hours weekly to the project development
  • The project should further investigate the social, economic, and political factors contributing to substandard educational facilities, poor implementation, political and bureaucratic obstacles, lack of teachers training, corruption, and subsequent low commitment from the state to provide quality public education, leading to incessant strikes by teachers, etc. All these high-levels concerns affect the ten villages in Afaha
Barriers Lack of funding/financial constraints

  • Shortage of qualified teachers
  • Absenteeism of teachers
  • Lack of basic infrastructure (i.e. running water, plumbing,
  • Lack of teaching materials to prepare daily lessons
  • Lack of adequate transportation, leading to long and dangerous commutes to and from school for children
  • Lack of adequate nutrition in schools.
  • Overcrowded classrooms
  • Lack of parental involvement (PTA)
Program Risk
  • Lack of commitment from ADC;
  • lack of volunteers from Afaha community;
  • lack of involvement of teachers and school administrators;
  • inadequate communication between ADC and Afaha communities
Success Criteria Champion for program

Long-term commitment from ADC members to the program.

Program Funding

To be determined by ADC Members

Member contributions

Grants – NGOs collaboration

   
Key Stakeholders ADC members, Afaha clan, indigenes, children/youths  
   
Success Factors Key Performance Indicators: barriers are identified and consensus obtained; timely completion of the program plan; ability to reach consensus; prototype implementation;  adoption of prototype for expanded implementation; availability of funds; cooperation of all stake holders
Assumptions That all Stakeholders have common understanding about program outcomes. That All stakeholders (ADC, Afaha volunteers) recognize and understand the program scope and feasible program outcomes
Constraints Cost, schedule of volunteers, safety concerns , beliefs and customs, logistics
Team ADC volunteers