Good Practice
Towards child labour free cocoa growing communities in Cote d'Ivoire and Ghana through an integrated area-based approach - Final Evaluation
Good Practice Description
The District Assemblies and Prefectures played a pivotal role in ensuring that the project formed part of the district’s operations. Synergies were created among the different agencies that contributed to the project.
The gender empowerment can help challenge attitudes and behavioural patterns and help women to take individual and collective action in various contexts, such as households, workplaces and communities. Indeed, this type of cultural transformation is central to the fight against child labour.
The project brought into play various government, community and social actors in supporting the achievement of the project goals, cutting across from all sectors of the life and economy of the target beneficiaries. This contributed to the effective implementation and execution of project activities and positively affected the project as a whole. The district and national actors involved included representation from Labour Unions, employers, health, education, social welfare, Cocoa companies, etc.
The CAP approach to community development and its mainstreaming into district/municipal planning processes and thus, into existing structures and operations. The project promoted the implementation of CAPs and their mainstreaming into district/municipal planning processes, which proved to be a good practice. District Assemblies and Prefectures played a pivotal role in ensuring that the project formed part of district level operations. Synergies were created among the different agencies and contributed positively to the project.
Community-based training and farm schools are considered as good practices, as they allow children to learn in their village, and eventually, develop a professional/economic activity in their communities.
Through the support for community–based cooperatives/local trade unions, farmers have the potential to collectively compete more effectively in the market and improve their income, strengthen their bargaining power, maintain access to competitive credit and input sources, manage risks, and access technical assistance and other services.
The project recognized the existing roles related to the different national partners. Thus, the project itself did not design new roles for these partners, but rather supported or facilitated them to perform their tasks more effectively.
Non-formal education schemes can be considered as a good practice as they allow providing educational services to out-of school children and in some cases reintegrate them to the formal system.
The District Assemblies and Prefectures played a pivotal role in ensuring that the project formed part of the district’s operations. Synergies were created among the different agencies that contributed to the project.
The gender empowerment can help challenge attitudes and behavioural patterns and help women to take individual and collective action in various contexts, such as households, workplaces and communities. Indeed, this type of cultural transformation is central to the fight against child labour.
The project brought into play various government, community and social actors in supporting the achievement of the project goals, cutting across from all sectors of the life and economy of the target beneficiaries. This contributed to the effective implementation and execution of project activities and positively affected the project as a whole. The district and national actors involved included representation from Labour Unions, employers, health, education, social welfare, Cocoa companies, etc.
The CAP approach to community development and its mainstreaming into district/municipal planning processes and thus, into existing structures and operations. The project promoted the implementation of CAPs and their mainstreaming into district/municipal planning processes, which proved to be a good practice. District Assemblies and Prefectures played a pivotal role in ensuring that the project formed part of district level operations. Synergies were created among the different agencies and contributed positively to the project.
Community-based training and farm schools are considered as good practices, as they allow children to learn in their village, and eventually, develop a professional/economic activity in their communities.
Through the support for community–based cooperatives/local trade unions, farmers have the potential to collectively compete more effectively in the market and improve their income, strengthen their bargaining power, maintain access to competitive credit and input sources, manage risks, and access technical assistance and other services.
The project recognized the existing roles related to the different national partners. Thus, the project itself did not design new roles for these partners, but rather supported or facilitated them to perform their tasks more effectively.
Non-formal education schemes can be considered as a good practice as they allow providing educational services to out-of school children and in some cases reintegrate them to the formal system.