ACs Area Councils AESL Architectural Engineering Services Limited AfDB African Development Bank BECE Basic Education Certification Exam CAGD Controller and Accountant General Department CAMFED Campaign for Female Education CHASS Conference of Heads of Assisted Secondary Schools CSO Civil Society Organization DAs District Assemblies DFID Department for International Development DLIs Disbursement-linked Indicators DSSEE Development of Senior Secondary Education- Education III ECOWAS Economic Community of West African States EEPs Eligible Expenditure Programs EMIS Education Management Information System ESMF Environmental and Safeguard Monitoring Framework ESPR Education Sector Performance Report ESP Education Sector Plan FPMU Funds and Procurement Management Unit GAS Audit Service GDP Gross Domestic Product GES Education Service GEU Education Unit GETFUND Ghana Education Trust Fund GIFMIS Ghana Integrated and Financial Management Information System GLSS Living Standards Survey Ghana Shared Growth and Development Agenda GPEG Partnership for Education ICT Information and Communication Technology ICU Infrastructure Coordination Unit INTOSAI IFRs Interim Financial Reports Public Sector Accounting Standards MDG Millennium Development Goal MOE Ministry of Education MOF Ministry of Finance MTEF Medium Term Expenditure Framework NESAR National Education Sector Annual Review NITA National Information Technology Agency PBME Planning, Budget, Monitoring and Evaluation PSC Project Steering Committee PTAs Parent Teachers Associations PIM Project Implementation Manual RBF Result-Based Financing RPF Resettlement Policy Framework SHS-s Senior High Schools STEM Science and Technology and Math STEP Skills Towards Employment and Productivity Survey SRIMPR Statistics, Research, Information Management and Public Relations
DA and AC under the appropriate supervision by the Regional Lands Commission and Land Valuation Board. After the pre-screening conducted by the MoE, see checklist in Annex, the main categories of loss would be the loss of agricultural land and/or loss of standing cash crops. Table 8.1: Compensation Matrix General Description Definition Compensation approach/Types Compensation Mechanism Implementation Approach Loss of Agricultural Land: Area in cultivation, being prepared for cultivation, or that was cultivated during the last agricultural season Loss of land, labor, and crops shall be compensated by the DAs and ACs and Beneficiary Community and groups with funds from the MLGRD/DA/AC through provision of land of equal productive capacity and which is satisfactory to the PAP/PAF. Using a single rate regardless of the crop, incorporating the combined at market value of all staple crops lost, preparing new land (the average costs of clearing, ploughing, sowing, weeding twice, and harvesting the crop), which is to be updated to reflect values at the time compensation is paid. Land mapping shall be performed at the time of micro screening by the DAs and ACs and Beneficiary Community and groups or a contracted service provider. Temporary Loss Of Land: By voluntary agreement between a contractor and a Land that will be acquired for a set period of time as a result of the project PAP/PAF shall be compensated for their (temporary) loss of income, standing crops, and or the cost of soil restoration and damaged infrastructure All damages to private land or property including crops shall be compensated at prevailing market rates including compensation for tenants, if any, that includes rental fees and Negotiations between contractors and landowners so that expenses can be included in the bid price.
Forest 91% 71% 15% Savannah 80% 51% 11% 86% 62% 10% Distance rural households travel to get to the nearest primary school The Secondary Schools are usually in the communities, where the rural households live. Other households however have to travel between 1 and 10 miles to get to the nearest primary school depending on the ecological zones, as per the table below: Distance rural households travel to get to the nearest primary school Ecological Zone <1 mile 1 mile 2miles 3miles 4miles >5 miles Coastal 88.0% 5.0% 2.5% 0.0% 2.5% 2.0% 100% Forest 91.0% 3.0% 2.0% 2.0% 1.0% 1.0% 100% Savannah 80.0% 4.0% 8.0% 3.0% 1.0% 4.0% 100% 86.3% 4.0% 4.2% 1.7% 1.5% 2.3% 100% Proportion of boys and girls of primary school age enrolled Boys and girls in the Forest zone appear to be much more likely to be enrolled in primary schools than their counterparts from the Coastal and Savannah zones. In the Savannah zone, girls are less likely than boys to be enrolled in Secondary School. This is illustrated in Tables below: Proportion of boys of primary school age enrolled Ecological Zone Almost all At least half Less than half Coastal 27.0% 44.0% 29.0% Forest 54.0% 41.0% 5.0%
Savannah 16.0% 46.0% 38.0% 32.3% 43.7% 24.0% Proportion of girls of primary school age enrolled Ecological Zone Almost all At half Less than half Coastal 23.0% 42.0% 35.0% Forest 53.0% 41.0% 6.0% Savannah 16.0% 28.0% 56.0% 30.7% 37.0% 32.3% Main reasons why some children in communities are not enrolled in Secondary School The most common reasons why children some children in the rural communities are not enrolled in Secondary Schools, by ecological zones have been summarized in the table below. Lack of finance appears to be the main reason for non-enrolment of children in rural areas in Secondary Schools. It must be mentioned that, due to the same reasons, a lot of the enrolled children in Secondary School miss classes continuously. It was observed in a primary school visited in Kintampo District (Savannah Zone) during the fieldwork that more than half the children skip school during market days. Main reasons why some children in communities are not enrolled in Secondary School Ecological Zone A B C D E F G H Coastal 58.0% 10.0% 10.0% 6.0% 3.0% 2.0% 0.0% 11.0% Forest 70.0% 7.0% 5.0% 2.0% 7.0% 2.0% 0.0% 7.0% Savannah 64.0% 6.0% 7.0% 8.0% 0.0% 1.0% 11.0% 3.0% 64.0% 7.7% 7.3% 5.3% 3.3% 1.7% 3.7% 7.0% A: Inability of parents to fund child’s education B: Lack of Parental Interest C: Lack of Interest in School going children D: School too far away