Sample Report to a Private Donor

Photo is engaging and

Heading gives donor shows project particip
name and type of A Progress Report for Cargill
report: final, progress
or interim.

Caption tells what the

picture is about. It
acknowledges donor
and tells what the
project is doing.
Introduction gives a
brief background on
the country and a
recap of the project, Through the Cargill-supported Rural Education Project, CARE
including timeline, has encouraged greater student participation in schools and
overall goal, communities. In this picture, students perform a skit during a
objectives, and school assembly. These types of activities make school more
partners. It also attractive to children, while building their self-confidence.
includes key
achievements of the
project during the Project Name: Rural Education Project, Phase II
reporting period. If
major changes have Project Location: Ashanti region, Ghana
occurred, they are also
addressed here. Reporting Period: September 2008 – February 2009

The contact name can

Gift Amount: $445,000 usually be found on the
original proposal or on
CARE Contact: Sara Kriksciun previous project reports.

Introduction

For many children in Ghana, the realities of extreme poverty manifest themselves harshly in
their young lives. Often, their parents pull them out of school at young ages to work, a
phenomenon that only perpetuates the cycle of poverty; when these youth grow older, they are
excluded from better paying jobs due to their lack of education. And the cycle continues.

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Map highlights the project
area and sets the context.

Overall, approximately 65 percent of children in Ghana attend primary school, and

only 37 percent advance on to secondary school.1

In partnership with Cargill, CARE is improving access to quality education, preventing

child labor and promoting economic development in cocoa-growing areas of Ghana’s
central Ashanti region (see map) through our Rural Education
Project. Now in its second phase, the project brings together
local organizations, officials, parents and farmers’ groups to
reduce child labor, raise school enrollment and retention rates,
increase cocoa production and improve local government
support for community development and social services. Phase
II, which was launched in March 2008, marked the expansion of
the project to 40 new communities, bringing the total to 70. In
each community, the project requires strong local participation,
as residents play a leading role in identifying problems and
developing sustainable solutions.

This report for Cargill describes the project’s key activities and results from September 2008
through February 2009. This section describes progress against
goals and objectives, giving indicators.
Project Activities

The goal of the Rural Education Project is to collaborate with civil society to reduce child
labor, improve social services and boost cocoa production by jointly analyzing community
problems and designing and implementing lasting solutions. In line with this goal, the project
has four key objectives, which are to:
Outlining the objectives
clarifies the specific
1. Engage district stakeholders and community members in constructive goals of the project.
discussions on child labor and education-related issues;
2. Work with civil society organizations (CSOs) to reduce underage labor and boost
school retention rates;
3. Increase the capacity of school management committees and CSOs to demand
efficient services from appropriate and responsible local government authorities; and
4. Work with farmer groups and government extension workers to improve cocoa
production.

This report describes key achievements during this reporting period according to their
respective objective.

1
United Nations Development Program 2007/2008 Human Development Report.

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Objective 1: Engage district stakeholders and community members in constructive

discussions on child labor and education-related issues.

As noted in the last progress report to Cargill, CARE staff worked alongside 80 trained
district- and community-based representatives (including agriculture and education officials)
to help the 40 new communities identify challenges and create action plans. These plans
outlined community goals, activities that must take place in order to achieve those goals,
resources needed, timeframe, roles and responsibilities and indicators of success. After
completing community action plans, representatives participated in a day-long education and
agricultural forum where they presented their plans to officials. This event, which was
attended by Cargill staff, provided a great opportunity for communities to publicly share their
objectives and secure support from the local government.

Objective 2: Work with civil society organizations (CSOs) to reduce underage labor and
boost school retention rates.

A. Community theater: Nearly 35,000 students and parents have gained knowledge about
the hazards of child labor and the benefits of education through theater performances
in the 70 communities. Community theater is an excellent vehicle for raising
awareness as it draws large crowds and does not require literacy skills to understand.
Informing parents about these issues is critical, for they largely determine whether or
not their children attend school. Once parents recognize the social and economic
benefits of education, they are much more likely to send their children to class.

B. Teacher training: The quality of education offered has a decisive impact on student
attendance and advancement rates. If teaching quality is poor, students are far less
likely to comprehend lessons, achieve literacy and numeracy skills and want to attend
school. Therefore, one way that CARE is preventing drop outs is by training teachers
to create more comprehensible, appropriate and interactive lessons that encourage
student participation and self-confidence. During this reporting period, the project
trained 420 teachers in child-friendly teaching approaches, while also educating them
about child labor risks.

C. Youth clubs: The project has helped students at the 70 participating schools to form
youth clubs that engage in extracurricular activities and offer support networks to
students. These clubs also help to monitor absenteeism; if a fellow club member
misses school, students will visit them to determine the cause of their absence.

D. Role model excursion: As noted in our last progress report, CARE organized
excursions for 500 children to meet role models, including doctors, nurses, judges and
police officers, in the district capitals. As many students do not have regular exposure
to professionals nor the opportunity to travel far from their communities, this was a
unique and enjoyable experience for them. Knowing that these professional
opportunities are possible is an excellent source of motivation to continue in school.

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Bold sub-section headings help to present the

organization in a clear and organized way.

E. Exercise books: The project provided an additional 8,000 exercise books to the 40
new schools during this reporting period, bringing the total distributed thus far to
40,000. These materials improve the quality of the learning environment and support
student achievement.

Objective 3: Increase the capacity of school management committees and CSOs to

demand efficient services from appropriate and responsible local government
authorities.

A. School management committee training: The project trained 1,120 members of

school management committees – groups of parents that work together to support a
particular school. The training focused on committee organization, management and
members’ responsibilities, including their role in communicating school needs and
challenges to district officials. CARE staff visited the committees on a monthly basis
during this period to monitor their progress. As a result of this training, committees
are taking a more active role in the schools, which includes contributing money to pay
for needed supplies and equipment. Additionally, parents are working with district
assemblies to increase government support for schools, which has resulted in the
construction of new classrooms and facilities at a number of schools, as described in
greater detail in the “successes” section below.

B. School performance improvement plans: As a result of the community planning and

analysis exercise carried out at the initiation of Phase II, each of the 40 new schools
have performance and improvement plans that outline existing challenges and future
objectives. School management committees and teachers are now using these plans to
prioritize activities and measure progress.

Objective 4: Work with farmer groups and government extension workers to improve
cocoa production.

A. Farmer groups: The project has helped to establish 70 farmer groups, with
approximately 7,000 members (20 percent women), which are well-organized and
recognized by district and community stakeholders. The groups have issued
membership cards and collect monthly dues, the payment of which is recorded on
individual’s cards. Membership affords farmers access to training, credit, shared
equipment, communal land and labor (members help weed each other’s fields).

B. Extension worker training: Extension workers (agricultural experts) have been

trained on modern cocoa production practices, adult teaching methods, record keeping,
facilitation skills and group management. As a result of this training, extension agents
are providing better quality training and are visiting farmer groups more frequently
and consistently.

C. Community-based animators training: The project trained 140 community-based

animators in leadership and group management during this period. The animators,

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each of whom works with about 50 farmers, are responsible for organizing farmer
groups to meet with extension workers to learn about modern cocoa practices. They
also keep records of group activities and meet with CARE staff on a monthly basis to
provide updates and address challenges.

D. Farmer group leaders training: 700 executive members of farmer groups received
training in proposal writing skills, action plan development, proper recordkeeping and
group dynamics. The training also educated leaders about the dangers of child labor.

E. Extension visits: During this period, 14,000 cocoa farmers received support from
extension workers to implement more efficient cocoa production practices.

Successes and Challenges

Successes

The Rural Education Project has achieved a number of important successes during this
reporting period, including:

 Farmers have adopted improved practices: An increasing number of farmers have

adopted the new cultivation techniques taught by extension workers, including
spraying, pruning cocoa trees, cutting mistletoe and weeding.

 Increased enrollment and attendance rates in both districts: The 2007/2008 academic
year brought an increase in enrollment and attendance rates at the 70 participating
schools in the Anafo Ano South and North districts. This has come about as a result
of community outreach and school-based improvements, including the introduction of
new materials and more interactive teaching practices. The table below shows the
Simple tables growth in enrollment rates across the districts over the past year.
clarify
information. Beginning of
Academic year Current Enrollment
District Year enrollment enrollment difference
Ahafo Ano 2007/2008 30,581 31,881 1,300
South
Ahafo Ano 2007/2008 18,841 19,441 600
North
Overall total for 2007/2008 academic year 1,900 students

 Increased parental support for schools: Parents, through their membership in school
management committees, have increased their participation in schools. In each of the
40 new communities, school management committees have pooled money to provide
vulnerable students with supplies, including uniforms, footwear, exercise books and
lunch. Parents in all 40 communities have also extended their support to teachers by
providing teacher meals. In four schools in Ahafo Ano North (Boagyaa II,

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Sikafrebogya, Keniago and Dwaaho Konkori), the school management committees

have supported the construction of new classrooms. Furthermore, parents have
contributed to the establishment of school farms at four schools and toilet facilities at
five schools in Ahafo Ano North.

 Increased district support for schools: District-level officials have demonstrated strong
support for the project during this period. This is partly a result of the work of school
management committees, which have been trained to voice their needs in front of local
government. Both district assemblies have contributed to the construction of new
classrooms. In the Ahafo Ano South district, new classrooms were built in three
communities (Nkyesedanho, Attakrom and Bonsokrom) in 2008. Likewise, in Ahafo
Ano North, the district funded the construction of new classrooms at three additional
schools (Kyekyerewere, Suponso and Konkori) in 2008. In addition, a district
assembly has constructed a teachers’ bungalow for one of the participating schools to
ease teacher accommodation problems. The assembly has also launched a school
lunch program in the Kokoteasua and Nyameadom communities (in Ahafo Ano South)
to support enrollment and attendance rates.

 Increased cocoa output: During this period, 14,000 cocoa farmers have directly
benefited from the project. The average production rate has increased from 30 (65-
kilogram) bags each to 50 (65-kilogram) bags per farmer. As demonstrated in the
table below, cocoa production in Ahafo Ano North increased from 63,000 bags in the
2007 cocoa season to 86,000 bags in 2008. In Ahafo Ano South, production increased
from 186,472 bags in 2007 to 201,542 bags in 2008.

Cocoa Season Production

District Cocoa Season 2007
2008 Difference
Ahafo Ano
186,472 65-kg bags 201,542 65-kg bags 14,970 65-kg bags
South
Ahafo Ano
63,000 65-kg bags 23,000 65-kg bags 23,000 65-kg bags
North
37,970 bags
Net production increase (2,468,050 kgs)

 Well-organized farmer groups: The 70 farmer groups organized by the project are
functioning efficiently and offer important benefits to the approximately 7,000
members, of whom 1,400 are women. As noted above, each group has issued
membership cards and collects monthly fees, which are deposited into group bank
accounts. As of January 2009, the 70 farmer groups had collected a total of $6,092
(USD). In addition, farmers have established group nurseries and farms and regularly
work together to weed individual members’ farms. Ten of the groups have used their
collective savings to purchase 10 additional cocoa spraying machines to add to those
donated by the project. Furthermore, farmers have put their proposal writing training
into practice and have established a relationship with the agricultural supply company

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Wienco,2 which has provided loans of tools and supplies to farmers. In addition, all of
the 70 groups have established group action plans and are implementing activities to
reduce child labor, increase cocoa production and provide educational opportunities
for children.

 Improved student communication skills: As a result of training workshops and

meetings with role models, students’ communication skills and self-confidence have
improved. They are now able to discuss issues with their peers, parents and teachers,
as demonstrated during community drama performances, quiz competitions and
debates.

Challenges

Some of the most significant challenges CARE faced during this reporting period include:

 Lack of credit facilities: Farmers have continued to struggle to access credit to

purchase farm inputs, like spray machines and fertilizer. Without a better alternative,
they must borrow at very high interest rates. The formation of farmer group savings
accounts is helping to reduce this problem, as members can borrow from this pool
interest free. In addition, the linkage to Wienco has enabled farmers to access inputs
on a loan-based system.

 Poor recordkeeping: Because most cocoa farmers are illiterate/innumerate and do not
track their sales, it has been difficult for CARE to monitor the sale of cocoa among
participants. To address this, 700 farmer group leaders were trained during this
reporting period in recordkeeping, among other skills.
When appropriate, a specific section
Cargill Involvement describing donor’s involvement can enhance
the report.

During this period, CARE staff held several meetings with Cargill Ghana staff to review
project progress and visit participating communities, as demonstrated in the table on the next
page.

2
www.wienco.com/cocoa.htm.

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Number of Number of
Meeting Meeting agenda Results of
Cargill reps CARE staff
date items/activities meeting
in attendance in attendance
10/27/08 Two Three Visit of Cargill Ghana Team pleased with
staff to see and assess field activities and
project activities provided positive
feedback to CARE
staff
11/04/08 Ten Four Invitation to Cargill 50 farmers
factory commissioning participated in the
event as well,
which
strengthened the
relationship
between Cargill
and farmers

In addition to the above meetings, two Cargill employees volunteered their time to the project
to support a community drama production on child labor in late September, 2008.

This section gives the donor an idea of

Next Steps what to expect in the next report.

CARE’s priorities over the next six months include (but are not limited to):

1. Hosting an agricultural forum for the 70 farmer groups;

2. Helping the 70 farmer groups to obtain fair trade certification;
3. Building the capacity of school management committees to advocate for government
funding and services;
4. Working with CSOs to improve the quality of education in 70 schools;
5. Conducting a Phase I evaluation;
6. Raising awareness among community members about child labor;
7. Training farmer groups in improved practices; and
8. Increasing the involvement of district officials in project interventions.

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This section provides stories that focus on

community members whose lives have
Human Interest Stories been positively affected by the project.

Abigail Osei

Abigail Osei is a 12-year-old student at the Adadekrom primary

school, where she is in the third grade. Before this year, she
had been out of school for two years because her parents, who
are poor cocoa farmers, could not pay for books or a uniform
and did not support her in attending school. One day, Abigail’s
father came home and told Abigail that she was going to attend
school the next day. At first, Abigail was confused – why was
her father all of a sudden encouraging her to go to school?
Then, her father explained that he had just come from a
meeting, organized by CARE, where he had learned about the
benefits of education and the harm caused by child labor. Now,
Abigail attends school every day, and her parents even
contribute to her school materials. Recently, Abigail got to
participate in the trip to meet role models – an excursion that
would not have been possible without Cargill’s support. Abigail
Abigail speaks during a
said, “I loved getting to sit on a bus and travel to the district
school assembly.
capital to meet doctors, nurses, police officers and even a
woman lawyer. Now I know that one day I can become a doctor too!”

Akosua Bempah

Akosua Bempah is a 52-year-old cocoa farmer

who lives in the community of Kunsu Cam. She
has six children and has spent her entire life
working as a cocoa farmer. After joining a farmer
group and receiving training and access to modern
equipment, she increased her yield in January
2009. Akosua said, “I am older, but I do not worry
about keeping my farm going. Now that I am a
member of a farmer group, it is the responsibility
of the group to ensure that all members receive
assistance on their farms at the right time. I now
keep records of my expenditures and income. My
income has doubled, and I am using this money Akosua speaks during a community meeting.
to support my children.”

Photo shows participant, and caption gives the person’s

name and explains what is happening in photo.
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Photos give donors a richer vision of how CARE

is using their support in making a difference in
Project Photos people’s lives

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Include a sentence or two to

Expenditure Report

Cargill’s contribution of $445,000 to the Rural Education Project in Ghana has a current fund
balance of $150,646. The table below provides a breakdown of expenses to date.
Item Amount
Personnel (CARE staff salaries and benefits) $78,931
Professional Services (consultants) $372
Materials, Services and Consumables (project supplies, training $145,403
materials, etc)
Equipment (computer and communication equipment) $1,641
Travel and Transportation (all travel costs, including vehicles) $20,983
Rent and Utilities (local office communication and rent costs) $6,471
Financing/Depreciation/Miscellaneous $553
CARE HQ Technical and Administrative support (9% of total) $40,000
Total $294,354
Fund Balance $150,646

Conclusion

With Cargill’s continued support, CARE is partnering with 70 cocoa-growing communities in

Ghana’s central Ashanti region to achieve sustainable improvements in the quality of
education and increased cocoa production. Thus far, the project has been very successful in
mobilizing parents, teachers, district officials and farmers to work together to make positive
changes on the area’s schools and farms, while reducing child labor. CARE thanks Cargill for
their investment in this program, and we look forward to reporting on further
accomplishments.
This section briefly restates the use of the
April 2009 funds and thanks the donor for the
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Month and year of report.