PM_training_in_Ghana.pdf

7/28/2019 PM_training_in_Ghana.pdf

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FACILITATED BY

www.rimcsconsult.com

IMPACT – GHANA

PMI EDUCATIONAL FOUNDATION

PROGRESS REPORT ON PROJECT

MANAGEMENT TRAINING HELD

IN ACCRA - GHANA

SUBMITTED BY:

IMPACT ‐ GHANA

MA2010

FACILITATED BY

www.rimcsconsult.com

I M P A C T , P . O . B O X G P 4 3 1 1 , A C C R A ‐ G H A N A

http://www.rimcsconsult.com/






TABLE OF CONTENTS

1. BACKGROUND ________________________________________________________________ 3

1.1 Introduction ...................................................................................................................................... 3 1.2 Overall Workshop Objectives .......................................................................................................... 3 1.3 Specific Objectives ........................................................................................................................... 3 1.4 Workshop Outputs ............................................................................................................................ 4

2. WORKSHOP ORGANISATION ___________________________________________________ 4

2.1 Methodology ..................................................................................................................................... 4 2.2 Materials/Instruments Used .............................................................................................................. 4 2.3 Programme Venue and Duration ...................................................................................................... 5 2.4 Participation and Team of Consultants ............................................................................................. 5 2.5 Workshop Process ........................................................................................................................... 5 2.6 Outline of Workshop Activities and Outcomes .................................................................................. 5

3. EVALUATION OF TRAINING ACTIVITIES _________________________________________ 14

3.1 Participants Evaluation ................................................................................................................... 14 3.1 Consultants Evaluation ................................................................................................................... 15

4. CHALLENGES AND PROBLEMS ________________________________________________ 15

5. RECOMMENDATIONS FOR THE WAY FORWARD __________________________________ 16

6. CONCLUSION ________________________________________________________________ 16

APPENDICES _______________________________________________________________________ 17

Appendix I: List of Participants ................................................................................................................. 17

Appendix II: Workshop Time Table .......................................................................................................... 18 Appendix III: Pictures of Training Activities ............................................................................................... 19 Appendix IV: Presentation on Project Proposal Writing ........................................................................... 21



LIST OF BOXES

BOX 1: MODULES ON TEAM BUILDING __________________________________________________________________ 6

BOX 2: GROUP EXERCISE CONCEPT AND FRAMEWORK OF PROJECT MANAGEMENT _____________ ERROR! BOOKMARK NOT DEFINED.

BOX 3: MODULES FOR PROJECT PHASES _________________________________________________________________ 8

BOX 4: GROUP PRESENTATIONS ON PROJECT PHASES _______________________________________________________ 10

BOX 5: MODULES ON PROPOSAL AND REPORT WRITING _____________________________________________________ 10

LIST OF FIGURES

FIGURE 1: SEVEN QUESTIONS‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 7

FIGURE 2: STAKEHOLDERS MAP ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 9

LIST OF TABLES

TABLE 1: SUMMARY OF END‐OF‐TRAINING EVALUATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 15



1. BACKGROUND

1.1 Introduction

Though the youth have crucial roles to play in national development, they are often neglected not broughton board the development agenda. They are often left empty and considered non-participating actors in thenational development. This has brought a gaping vacuum in the development be that local and nationallevels. .

In the midst of these is a lot of social issues that ought to be addressed not only by government, but non-

state actors, civil society groups, CBOs, youth and others whose collective efforts, if harnessed, will make a

big difference in terms of achieving national and local development objectives and targets. This calls for

need to provide opportunity to the youth be visionary, creative and develop their skills to initiate, develop

and manage development projects that will help address socio-economic needs.

This calls for the need to strengthen capacity and develop the skills that will enable youth to initiate the

development and management of projects out of local base resources to address socio-economic needs..

It is for this need that the Project Management Institute Educational Foundation (PMIEF) a non-profitglobal organization provides resources and support to foster the development and advancement of projectmanagement knowledge, as well as to advance the awareness and understanding of project managementas a profession. The Foundation acts as a proactive catalyst through the funding of projects that raise theawareness of project management in global and local communities, introduces and promotes the use of project management as a life skill and recognizes leadership in project management, among other objectives

Impact based in Ghana, in collaborative partnership with PMIEF, developed training that sought tostrengthen the capacity of 50 high school leavers, students and youth to move from inertia and be able to

identify, select develop and manage projects within their communities and in the help to create a better society.

TRAINING OBJECTIVES

1.2 Overall Workshop Objectives

The broad objective of the training was to provide opportunity to high school leavers and students to

develop their skills to enable them identify initiate projects within their immediate locality using local

resources thereby assisting to address socio-economic needs.

The workshop was also to enhance the skills and competencies of participants in the areas of Leadership,

Innovation and Team Building.

1.3 Specific Objectives

Specific to Project Management, the objectives are summarized as follows:

To build the skills of participants to appreciate the importance of project management so that, they canidentify, develop and manage projects to their successful end.

Develop the skills of participants to be to identify and selection projects and write proposal for funding.

Develop proposal and Report writing skills of participants to an appreciable levels. Enhance the presentations skills of participants.



1.4 Workshop Outputs

It was expected that by the end of the workshop participants:

Would have been introduced to Project Management as a critical tool for development . Would be able to identify and select and viable projects and manage it to a successful end. Ability to write project proposal and reports would have been enhanced. Would acquire skills and knowledge transfer which can be translated to job creation and efficient use of

local human and materials resources, employment creation, information dissemination through project

activities,

Reduce ignorance by awareness creation of social issues that can be addressed through project

development management and implementation and help to create a better society.

Would be socially alert in the identification of social needs and will have the knowledge and skills on

how to help address social needs including effective community entry skills.

hands-on experience that will motivate them to initiate local projects which will enable them participate

in development and to some extent

2. WORKSHOP ORGANISATION

2.1 Methodology

In order to ensure effective transfer of practical knowledge and to build participants’ understanding and

application of skills acquired, the Facilitator made little use of the traditional lecturing approach. Rather, he

made extensive use of:

• Presentations

• Activities (Indoor)

• Experiential Learning

• Experience Sharing

• Group Work/Discussion

• Presentations

• Energizers/Teasers

The training programme was organized for High School Leavers and High School students and members of

Community-based groups that helped to acquire a skill-mix of participants with varied degrees of

background and experience to share

2.2 Materials/Instruments Used

The materials used in the workshop varied from activity to activity. This variety allowed for different learningstyles and personal preferences to be appreciated in the workshop agenda. The following is a detailed listof materials/instruments used along with the LCD projector and flip charts for illustrations:

The following were also used as ENERGIZERS:



• Pictures of “General Knowledge Exercise” and a material on “Discover Yourself ”.

• Practical Problems as case study for group discussions.

2.3 Programme Venue and Duration

The venue for the Workshop was Messwill Hotel located in New-Weija, Accra and the duration of theworkshop was fourteen (14) days from the 28th of February to 13thMarch 2010.

2.4 Participation and Team of Consultants

39 participants comprising high school students, high school leavers and community based - youth leaders,participated in the workshop. (Refer to Appendix I for participants list ).

The Chief Executive Officer of RIMCS Consult, Mr. Kwabena Owusu-Mensah was the lead facilitator for the

workshop. He co-facilitated the workshop with Mrs. Angela Adama – CEO for IMPACT - Ghana. Daniel, the

Projects Officer at IMPACT-Ghana rapporteured the workshop.

2.5 Workshop Process

The Facilitators adopted an interactive participatory process and multi-method approach to the workshop.

The process created an empowering working environment and total involvement by all participants. The

mode of delivery and participation in the workshop were:

• Group/Individual illustrative Sessions

• Group Discussions

• Plenary Sessions

• Reflections

• Creative Drawings

In order to achieve the targeted workshop outputs, the Facilitators adopted a wide range of tools and

approaches for the workshop. This variety allowed for maximum interaction by all participants during the

sessions ingroup/individual work; discussions and illustrative sessions.

Reflections served as a review of the previous days’ activities and feedback served as a summary of the

opinions and reactions from participants from which improvements were made on a daily basis to the

workshop.

2.6 Outline of Workshop Activiti es and OutcomesThe workshop sessions began with a prayer, introduction of participants, brief overview of the purpose and

objectives of the workshop as well as the expected output. Participants then sought clarifications, made

suggestions and gave their feedback and comments regarding the agenda for the day. The detail workshop

time table is attached as Appendix II.

Composition of small groups within each workshop was done randomly using colour coding. Each

participant was given a card with a colour. They were used for the various different activities in a day’s

agenda.

Participants appreciated the opportunity to work with each other as most of them were meeting for the firsttime.



DETAIL TOPICS DISCUSSED ON PROJECT MANAGEMENT:

A. CONCEPT AND FRAMEWORK

Presentation on Team Building was structured into three (3) modules namely: What is Project Management?

Difference between Project and Program, Project Management Skills and Overview of Project Li fe Cycle.

Summary detailing the discussions on the modules are presented in the boxes following:

Box 1: Modules on Team Building

1. What is Project Management?

• Project management is that discipline thatemploys skills and knowledge to achieve projectgoals through various project activities. Itinvolves controlling costs, time, risks, projectscope, and quality through project managementprocesses

• Why is Project Management Important?

o Excellent product quality

o Adequate communication

o Reducing risks

3. Project Management Skills

Skills Description

Time and

Schedule

Management

Estimate the duration of

project activities. The proper

sequence of these activities

and develop and control the

project schedule.

4. Overview of Project Life Cycle.

• Relative to projects, they are ongoing rather than

temporary efforts.

• Limited, specific performance time frames and

objectives are how projects differ from programs.

Programs are generally much larger efforts than

projects with a longer duration.

2. Difference between Project and Program



ACTIVITIES UNDERTAKEN DURING THE TRAINING SESSIONS ARE PRESENTED AS FOLLOWS:

a) Activity 1:

“Discover Yourself” : Facilitators used “seven questions” shown below on figure 1 to demonstrate how

participants can discover themselves by developing systems, monitoring and maintaining them. The

lesson drawn here was: participants should “think outside the box” . The tool was also used to ascertain

the ages of participant and how long they have worked with the respective District Assemblies.

Figure 1: Seven questions

State your age

Multiply by

2

Add 5

Multiply your answer by 50

Add number of years worked with the Municipal

Assembly

Add number of days in a normal year

Subtract 615 from you answer

Discover Yourself

a) Activity 2:

“Group Exercise 1”: Participants were asked to answer the following questions.

1. Identify Five Management Skills that each PM requires to effectively and successfully manage a Project.

2. Identify and discuss two importance of project management. 3. Mention two projects that you would like to undertake.



A. PROJECT PHASES

The presentation on the Project Phases was organized into four (4) modules namely: Definition Phase,

Planning Phase, Execution Phase and Closeout Phase.

Summary detailing the discussions on the modules on the Project Phases are presented in the boxes

following:

Box 3: Modules for Project Phases

1. Definition Phase

2. Planning Phase

3. Execution Phase



Activities undertaken during the training sessions are presented as follows:

4. Closeout Phase

a) Activity 1:

Participants

were

asked

to

use

the

Stakeholders

Map

to

identify

the

stakeholders

in

the

“Mathematics and English Quiz for students in the Awutu‐Senya District”. Figure 6 demonstrates the

stakeholders map as drawn by participants.

Figure 2: Stakeholders Map

The exercise enabled participants to appreciate the importance of stakeholders and their roles in the

success

of

a

project.

c) Activity 2:

Groups of participants were asked to identify a project and outline the components of each of the

four project phases.

The group’s presentations are summarized in the boxes below.

Stakeholders

StudentHead teachers

Chiefs & Opinion leaders

PTA

NGOs

Sponsors

District Education

Directorate

DCE



Box 4: Group Presentations on Project Phases

PROPOSAL AND REPORT WRITING

Presentation on this section was structured into two (2) modules namely:

I. Proposal Writing

II. Report Writing.

Summary detailing the discussions on the modules are presented in the boxes following:

Box 5: Modules on Proposal and Report Writing

3. Details of a Proposal • The proposal may contain the following components.

• Title

• Project Overview

• Background Information/Statement of the Problem• Project Detail

o Goals and Objective

o Target

o Methods/Approach

o Activities

o Expect Output

o Staff/Administration

• Available Resources

• Needed Resources

o Personnel

o Facilities

o Equipment/Supplies/Communication

o

Budget

• Evaluation Plan

• Appendices

2. Details of a Report

Whilst not mandatory, there are good reasons for

the usual format of a report. Sections that may

be included

are,

• Title

• Authors

• Abstract /Executive Summary (Optional)

• Table of contents

• Introduction

• Methodology / Approach

• Challenges and Lessons Learnt

• Field Work

• Data Analysis and Interpretations

•

Results and

discussion

(Summary

of

Findings)

• Summary/conclusions

• References

• Appendices (if used)



Activities undertaken during the training sessions are presented as follows:

b) Activity 1:

The following activity was undertaken by participants before the introduction of the system concept.

“In the table below, each row across follows the same pattern of numbers. See if you can

discern the pattern and fill in the missing number in the bottom row”.

7 4 8

3 9 7

6 5 10

? 8 4

a) Activity 2:

Participants were asked to answer the following questions.

1. Identify a log frame that links the project goal to objective, activities and expected outcome. 2. Provide a table that summaries the details of the project staff. 3. Draw a Gaunt Chart to represent the project Time Schedule. 4. Summaries the Budget in a tabular form.

The exercise was used to prepare participants to learn how to write Project Proposal.

Answers

The answers were presented in the following boxes:

Project Log frame Staffing

Goal:

Objective

1:

2:

3:

Activity

Expected

Outcome

Name Qualifications Role Man‐

Days

Rate

Answer

• (7×4)‐8 = 20

• (3×9)‐7 = 20

• (?x8)‐4 = 20



Gannt Chart (Time Scheduling)

Activity Mont

h1

Month

2

Month

3

Month

4

1: Community

Entry

2:

3

4

Activity Items Days Unit cost Total

1 Com.

Entry

2

3

4

Total

Budgeting

a) Activity 3:

“Group Exercise 3”: Participants were asked to answer the following questions.

¾ Using the identified project from Group Work 2, write a brief project proposal. The exercise was used to prepare participants to enable them write winnable project proposals.

At six (6) group levels participants, as part of learning outcomes, developed proposals that they would

implement within their localities and report on. The following project implementation areas were

developed and presented :

Group 1

Project Topic: To Improve Sanitation At The Kaneshie Market Complex

Group 2

Project Title: To Reduce Teenage Pregnancy In Oblogo Community In The GA South Municipal Assembly, Greater Accra Region

Group 3

Project Title: To educate and sentisitise Parents and leaders in Bortinaor Community ob the importance of

Child Education

Group 4

Project Title: To educate and sentisitise Women and Gender Groups in Weija Community on the new law

on Domestic Violence and other legal and Human Rights issues



Group 5:

Project Title:- To improve environmental sanitation and protect water bodies in new Aplaku Community in

Ga South Municipal Assembly

Group 6:

Project Title:- To Educate Electorate At Kasoa On Governance Issues And Civic Rights AndResponsibilities

Pictures of some training activities are attached as Appendix III.

The Groups presentations are attached as Appendix IV.

SMALL GRANTS OR SEED MONEY TO IMPLEMENT PROJECTS

To support participants, made up of six start up projects as a means of putting into real practical use theknowledge acquired participants were supported to fine tune their proposal for small-project implementation

Outline of small projects are below:

Small Project Support

The projects received support from IMPACT/PMIEF in the form of:

I. MaterialsII. ServicesIII. Cash

Implementation of small projects

Currently participants brought together in six (6) groups are in the field implementing the programs theydeveloped and for with support seed money and services are being provided.

It is expected that by the end of March, participants will re-converge and present progress or final Reportsof activities, share experiences and document lessons.

Closing Ceremony:

At closing ceremony that will follow, participants will be issued with certificates after which a final report willbe submitted to PMIEF in by 7th April, 2010



3. EVALUATION OF TRAINING ACTIVITIES Learning is an important aspect of any training program that is, learning must occur for training to beeffective. But more importantly is getting trainees to apply what have been learnt first to self and moreimportantly on the job (transfer of training). Training effectiveness is thus dependent to a large extent on thetraining methodology and delivery.

The workshop was effectively designed to conform to the Instructional Design Process so as to facilitateparticipants learning of job-related competencies, which included knowledge, skills and ultimately behaviorsthat are critical for successful job performance. It deviated from the traditional training method that treatedthe participant as a recipient of directions and content and made use of the Malcolm Knowles’ adultlearning method (andragogy) which:

• Provide participants with the need to know why they are learning.• Provide participants with the need to be self-directed.• Allow participants to bring more work-related experiences into the learning situation.• Allow participants to enter into a learning experience with a problem-centered approach to

learning.

Other areas participants were asked to comment on are:

• What did they like best about the workshop?

• How can organizers improve on the workshop?

• What other comments would they like to offer the workshop organizers?

The participants’ end-of-training evaluation required participants to provide information on how beneficialthe various training activities have been to them, their likes and dislikes and how they intend to translateand particularize the lessons and skills acquired from the training to the real work situation.

3.1 Participants Evaluation

Participants’ analysis of training evaluation revealed they have acquired practical tools and knowledge for better management of self, people and resources to achieve the optimum. Participants were however quickin pointing out how easy their acquired knowledge and skill could be transferred to the job as a result of thefollowing.

1) Presentation style

• Humorous• Interesting• Participatory

2) Workshop methodology • Practical

3) Programme Content • Detailed and Relevant• Challenging

4) Workshop Environment was

• Serene • Conducive

Specifically, the participants’ response to the evaluation questions are summarized in the table following:



Table 1: Summary of End-of-Training Evaluation

What Did You Best Liked About The

Workshop

How Can We Improve On The

Workshop

What Other Comments Would You

Like To Offer The Workshop

Organizers

1. It was very educative2. The teasers used were very good.3. The presentations were very detailed and

good.4. Experience sharing by participants.5. Good atmosphere/Good humor/Relax

approach. Opportunity to interact withalmost every kind of person

6. The discussions were very practical and atrue reflection of what is pertaining at themoment.

7. Excellent materials and presentation8. The facilitators were very good and

interacted well with participants9. The participatory nature of the workshop

and the experience showing by participantsand facilitators

10. Discussions and work in small groups aswell as discussions in plenary

1. Invitation to participants should besent on time.

2. Participants should be involved inorganizing such workshops toensure full participation.

3. More teasers should be used inthe workshop.

4. It should be organized everyquarter with more participants.

1. Certificate of participation should bgiven to participants immediatelyafter the programme.

2. Follow ups should be done toensure that what was learnt at theworkshop is being implemented.

3. The workshop manuals should begiven to us before we start thesessions to enable us better participate.

4. The workshop should be organizeevery year.

5. The workshop period should beextended to five days.

3.1 Consultants Evaluation

• Participation was very high. On the average 95% of all participants attended the training workshop.The rest 5% could not attend because of other engagements that were equally important.

• Once introduced to the participatory methodology, all participants became very active in the trainingand were willing to learn more about themselves and others in an effort to improve situations in aworking environment.

•

It was also evident that the time allotted to the training programme in relation to the expectations andcontent was not enough. Much was accomplished under pressures of short timelines for eachthematic area.

4. CHALLENGES AND PROBLEMS

• The observed challenges during the programme were basically over-generalization of critical issueswithin the training – although all participants share the view that there are problems relating to projectidentification, selection and implementation, working through what these problems are and how they

affect initiatives was challenging and valuable.



• Behaviors exhibited during the workshop that slowed down the process for the large group includedparticipants coming and going from the training room and comments about the process before wehad reached a point of usefulness with an activity or discussion. The experience and maturity of Facilitators proved very valuable here so as to keep the workshop on track and useful to the majorityof participants.

5. RECOMMENDATIONS FOR THE WAY FORWARD

Another workshop should be organized to evaluate the implementation of the proposed project thatparticipants were assigned to undertake as per their project proposal.

Organizers should provide support to participants to undertake their projects.

Since there were challenges during the group work, another workshop should be organized on TeamBuilding and working in a Team.

A series of workshop on the same topic (Project Management) should be organized for youth of various groups, churches, schools, associations etc…. to encourage more youth to undertake localprojects to help their communities by so doing creating jobs for themselves.

6.

CONCLUSION

By far, the workshop could be rated successful. Generally, participants’ comments and evaluation

confirmed that they were satisfied with the training programmes as per each thematic area, especially the

topics treated, methods used in facilitation and resource materials provided. In addition, though participants

agreed that the topics treated were relevant, they were of the opinion that more days were required for

deeper analysis and further deliberation.



APPENDICES

Appendix I: List of Participants

No Name Gender Age Background

001 Eunice Baffoe-Eghan Female 20 Leaver - High School

002 Benjamin Kwesi Obu Male 19 Student – High School

003 Paa Kwesi Otu Male 21 Leaver - High School

004 Ernest Owusu-Bempa Male 22 Leaver - High School

005 Bright Nanegbe Male 19 Leaver - High School

006 Bright Asante-Ansong Male 20 Student – High School

007 Nora Marmon-Halm Female 19 Student – High School

008 Albert Gyan-Ofosu Male 19 Student – High School

009 Esther Ohemaa Nimako Female 18 Student – High School

010 Esther Dagadu Female 20 Leaver - High School

011 Ampadu Mark-Nelson Male 17 Student – High School012 Isaac Sakye Okyere Male 21 Leaver - High School

013 Dennis Norviewu Male 19 Leaver - High School

014 Michael Tetteh Attoh Male 19 Student – High School

015 Genevieve Adama Female 18 Student – High School

016 Janet Nimako Female 19 Student – High School

017 Akosua Adu Female 22 Tertiary Level

018 Kofi Baiden Male 21 Leaver - High School

019 Victoria Worgbah Female 23 Student – High School

020 Amaneng Kwarteng Male 18 Leaver - High School

021 Godwin Kofi Agbemenya Male 23 CBO Member 022 Gyamfuah Sandra Female 24 CBO Member

023 Rebecca Sey Female 17 Student – High School

024 Georgina Olebu Female 18 Leaver – High School

025 Diana Mohammed Female 19 Leaver – High School

026 Roger Mensah Male 19 Student – High School

027 Gladstone Acquah Male 24 Tertiary Level Education

028 Joyce Mensah Female 22 Tertiary Level Education

029 Millicent Owusu Female 18 Student – High School

030 Daniel Worgbah Male 21 Leaver – High School

031 Enoch Bema Male 18 Student – High School

032 Felicia Osei Female 19 Student – High School033 Joseph Opey Male 21 Leaver – High School

034 Akua Adjeiwa Female 23 CBO Member

035 Fati Alhassan Female 18 Student – High School

036 Kwesi Amissah Male 21 CBO Member

037 Titus Adarkwa Male 20 CBO Member

038 Sampa Futu Male 19 High School Leaver

039 Staphanie Osei Female 18 Student – High School



Appendix II: Workshop Time Table

Report on Training Workshop for Project Management



Appendix III: Pictures of Training Activities Opening Ceremony

Left: Executive Director of

IMPACT, Mrs. Angela

Adama gives background of

Program and welcomes

Participants to the Training

Vice‐President of IMPACT,

Charles Baiden stressed the

imporance of the training

and recommended PMIEF



Above and below: Self ‐introduction by participants


Page | 20



Training session delivery by key facilitator, Kwabena Owusu‐Mensah


Page | 21




Page | 22

Above and

below:

Group – work and

discussions by

participants




Page | 23

Facilitator making presentations at sessions




Page | 24

Above & below: Angela Adama, Co‐ facilitator maing presentations at training sessions




Page | 25

Above: Program was participatory as participants contribute at group

discussions as Facilitator observes their deliberations




Page | 26




Page | 27




Page | 28

participants present report of their group work




Page | 29

ticipants p and active Above and below: Ice – breaking exercises to keep par




Page | 30




Page | 31

Above: Facilitator Kwabena Owusu Mensah observes participants discuss

group proposals




Page | 32

Left and below: Mrs.

Angela Adama, Co‐

facilitator at the

Training Program




Page | 33

• Participants develop their Project proposals to be implement as practical

aspect of the training, working in sub‐groups




Page | 34

Above: f her group

Above: One partipants Kofi Kwarteng, sings and plays guitar to express

appreciation to IMPACT and PMIEF for the opportunity to participate in

training

Genevieve presents their proposals on behalf o




Page | 35

Above & below: Two of the groups (1and 3) receive their cash support to

Implement small projects




Page | 36

IV: Presentation on Project Proposal Writing




Page | 37




Page | 38




Page | 39

.



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