Improving local level governance in Ghana

By Elijah Osei-Yeboah, 1st year MDP student

I have spent almost a year in the MDP program. I did my international field placement first with People’s Dialogue on Human Settlement (PD). PD is a not-for-profit organization based in Accra, Ghana. PD partners with community-based groups and local governments to address development problems such as poverty, unemployment, poor housing, eviction of informal traders, etc. particularly in urban settings.

Elijah (L) and PD colleagues

During my placement, I was not limited to one specific project as I wanted to learn as much as I could. The activities I undertook included writing and developing project proposals, participating in project meetings, proofreading technical reports, helping to manage the implementation and utilization of projects, and undertaking community engagement exercises.

One of the project proposals I worked on was meant to improve local level governance in Ghana. This proposal was meant to be submitted to the US Embassy in Accra.

Since 1992, Ghana has been striving to practise a decentralized system of governance primarily to encourage local level participation in decision-making. Some gains have been made but the system is still fraught with some problems. They include the following:

• The government’s reluctance to implement the new local government act which promotes the election of local government heads and misunderstanding over the new local government act’s implementation;
• Barriers to transparency, accountability and inclusive service delivery and development management at local level; and







• Limited voice and participation of women, people with disability and the youth in local governance. 

These challenges will be surmounted by organizing policy forums and debates on inclusiveness, transparency and accountability in local governance; and civic education exercises led by experts on social accountability, as well as presenting position papers on non-partisan election of the local government heads.

This project saw improved local governance as a means to an end ― development. The government in Ghana and for almost any country is the most powerful development agency. It was hoped that improved governance will lead to transparency, accountability and inclusiveness and ultimately development.

Elijah (centre) and colleagues from PD

I am very grateful to the MDP program for the financial support I received for the field placement and my host for its immense support.

Environmental Justice in Southern India – A Reflection on Sustainable Development

By Cassandra Szabo, 2nd year MDP student

Sand mining happening in Baikady Village

This research project led by Dr. Alan Diduck and Dr. Kirit Patel was focused on environmental justice for marginalized communities in southern India and my research project was looking at sand mining in a small village outside a city called Udupi.

While doing this research it was clear to see the interconnectedness of environmental, social, and economic issues. For instance one impact of sand mining on the village besides the environmental effects was that there was no longer fish or clams in the water for their sustenance as well as for their economy – thus not only the environment, but the economy and the diet of the villagers was being impacted. The noticeable ripple effects in the village caused by the sand mining led to the realization of the importance of multifaceted community development solutions.

The case that I was working on looked at how the National Green Tribunal in India managed the issue of sand mining for Baikady Village, and in hearing stories from the villagers it is clear that certain aspects of wellbeing and development were missing from the situation. For instance, the villagers would mention that they had a very hard time getting the government to take their claims seriously, they spent many years bringing their concerns to the government and it was only when they got a local lawyer and advocate involved were they able to make progress with the issue. When the case went to the courts there was a positive outcome, and the removal of sand was prohibited from the river, however the community is still struggling from the after effects. The villagers fear for their safety from the sand mafia, the fishing economy is still suffering, and the risk of flooding is very high.

Cassandra with the community members that advocated to stop sand mining

While the National Green Tribunal is a court and not a development organization, there is still space to include positive community development solutions. For example the court could implement remediation and rehabilitation efforts that would include collaboration with the relevant areas of the government, in which they could create a strategic plan for the community to create economic growth and come up with a flood plan. The National Green Tribunal focused on the environmental risks such as how sand removal is impacting the river, however they forgot the social, economic, and political aspects of this situation and thus only improved one facet of this village’s wellbeing.

While there is no fool proof process for development or solving such complex issues, the United Nations has come up with some strategies to try to accomplish this. The idea of multifaceted and interconnected development solutions is very much present in the United Nations Sustainable Development goals that were introduced in 2016.

The Sustainable Development Goals are a set of 17 goals that are goals and targets for developed and developing countries. These goals focus on a few key themes such as poverty alleviation, democracy, peacebuilding, climate change and disaster preparedness, and economic inequality. Each of the 17 goals then have markers and targets as to how to reach that specific goal. The reason these goals are so important is because the SDG’s are trying to look at community development in a holistic way, looking at all aspects that contribute to wellbeing. Perhaps if there were more understanding of these 17 targets the case of Baikady village would have had a better-rounded outcome for the villagers.

Source:https://www.un.org/sustainabledevelopment/news/communications-material/

Language and Cultural Maintenance through the ‘Communication and Connectivity’ Program

By Amanda Appasamy, 2nd year MDP student

The Amazonian Indigenous Cofán of Zábalo, located in the province of Sucumbíos in Northeast Ecuador are proud of speaking and maintaining their language, A’ingae, from generation to generation. A’ingae is the main language of communication in the community. During my field placement with the Fundación de Sobrevivencía Cofán (FSC), I had the honour of visiting the primary school where grade one to six students are taught in A’ingae. However, education in Indigenous communities was taken over by the Ecuadorian government in the late 1970s and bilingual education was approved in 1980. 

Inside a Cofán classroom with teacher and pupils

Even though the educational system is not based on traditional Cofán instructions, books used in the school are written in A’ingae and teachings are immersed in the community context with Cofán themes and materials; whereby students learn about medicinal plants amongst others. The advantage of having a Cofán school in the community is that children do not have to travel long distances or reside away from their family and community in order to attend school. 

Nevertheless, as successful leaders, advocates, innovators and protectors of their traditional lands and territories, the Cofán recognize the importance of also educating their young people both in Spanish and English in order to create tri-cultural leaders who can speak and work for themselves and advocate for the protection of their land and territory at national and international levels instead of having the government or multi-national NGOs do it on their behalf. 

Cofán primary school book in A'ingae language

Hence, part of an Education Project initiated by the FSC has allowed some young Cofán to attend English-speaking and others, Spanish-speaking schools in the country’s capital permitting them to acquire diverse abilities and take over Cofán representation and leadership. However, the risks as viewed by some Cofán are sociocultural transformation; losing or abandoning Cofán customs. 

In order to counteract this cultural change, I worked with the FSC on a grant application for the implementation of a ‘Communication and Connectivity Program’ in Zábalo, where there are currently no basic communication systems. In other words, there is no land line, cell phone or internet connection.

An adequate communication system will therefore allow for diverse educational opportunities, on-line jobs, access to financial systems and most importantly, young students can continue their education from home. Additionally, young trained Cofán can work from home and do not have to migrate to other cities to seek employment. This will allow young people to maintain their culture and traditional lifestyle in their territories.

Items in the classroom: medicinal plants, seeds, leaves from forest plants

My Local Field Placement Experience

By Patricia Eyamba, 1st year MDP student

Patricia pointing to York Factory Cree Nation

Wow! The field placement went too fast, seems like yesterday when I started.  Anyways, it was a very rewarding experience for me; 220 hours of a life transforming encounter. Yes! A life transforming encounter because I did not only improve on my academic skills or develop professional abilities but I became more human.

I have learned during this time that as a development practitioner, it is important to balance your soft skills and your technical skills.  Technical skills help you get your job done which is only an aspect of the process but soft skills sustain your connectedness with people.  It is good to amplify your human skills because it helps increase successful co-existence and motivates your team.

Being human makes you focus on how things went well, acknowledge setbacks and be encouraging when giving feedback. With this skill, you are able to handle frustrating tasks with kind words. How nice!

Additionally, I feel good for having the opportunity to attend two meetings with some leaders of York Factory First Nation. This forum provided me the insight into how community meeting processes are managed in an Indigenous community. Another exciting task was when I was given responsibility to develop a framework for a draft community engagement plan to promote embodied understanding of the process of engaging Indigenous communities. In putting this together, I gained insight into understanding community protocols and ethics, I gained knowledge of what it means to practice respectful communication; understand what is relevant and important from an Indigenous point of view.

Finally, I am grateful to my supervisor, Dr. Trish Fitzpatrick for her patience and teaching me key research skills. With her support, I have been able to put together a briefing note, a draft annotated review and a proposed community engagement plan. I am more aware of the impact of Hydro project on the Indigenous community in Manitoba. Overall, it was a good journey of self-discovery and learning that will guide me throughout my academic and career life.