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CORRUPTION RISK AT BASIC EDUCATION LEVEL AND THE LIKELY IMPACT ON ACHIEVING THE SDGs 4&16- G.I.I

The Ghana Integrity Initiative (GII) in partnership with the Transparency International (TI) Chapters in Rwanda and Uganda is implementing a project called the African Education Network Multi-Countries’ Collective Actions to Improve the Quality of the Basic Education Program in Africa.

The joint project seeks to gather evidence and inform advocacy activities anticipated to support the successful implementation of the Sustainable Development Goals (SDGs) specifically, SDG 4 related to “Quality of Education” and SDG I6: “Peace, Justice and Strong Institutions”.

The SDGs represent a global ambition to transform the world by the year 2030. The SDGs broadly recognize the importance of education, health and poverty related issues in their own right and as a requirement for meeting many of the other goals.

GII’s work in the education sector spans several years with focus on reducing corruption in Ghana’s education sector. An Africa Education Watch (AEW) project funded by the Hewlett foundation was the genesis of GII’s efforts in the sector resulting in the publication of a report which informed advocacy and strategic engagement in the education sector in Ghana.

GII is also focusing on bringing together key stakeholders to the likely impact of these behaviours on Ghana’s ability to achieve the SDGs related to education, specifically SDG 4&16. As part of the visibility drive for the activity, GII would embark on a public sensitization programmes on at least one major radio station to increase awareness on corruption risks at the basic education level.

The campaign seeks to educate the general public and sector actors on the findings of the study; provide a platform for actors to identify and discuss key priority areas on achieving the SDGs in relation to education. Also, the campaign seeks to strengthen opportunities for interactions between state actors and Civil Society Organizations (CSOs) on their role in reducing corruption risks at the basic level by demanding accountability, transparency and responsiveness in relation to the SDGs 4&16.

By the end of the activity, it should be expected that a platform is created for actors to identify and discuss key priority areas on achieving the SDGs in relation to education. Also, there would be an increased awareness on the findings of the study.

 

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