Institutional Capacity Building. This component will support development of a policy and institutional framework for hazard risk governance, management and capacity building at the national level. Country capacity and needs assessments, human resource development plans, capacity building action planning for risk management, national risk information, communication and knowledge management framework are some of the activities that could be supported.
Institutional Capacity Building. (a) Support to PROMEX for enhancing its capacity to deliver business facilitation and promotion services through developing an investment promotion strategy, preparing marketing materials and web-site information, and developing outreach activities in priority sectors;
Institutional Capacity Building. 1. Provision of logistical support, technical advisory services, and training to Beneficiary cities, Beneficiary Districts, and the Recipient’s relevant ministries, departments, and agencies for purposes of implementation of municipal improvement activities defined in the respective MSP of the respective City Contract and carrying out of studies for purposes of:
Institutional Capacity Building. 1. Strengthening of the institutional capacity of the National Renewable Energy Center to assist in the carrying out of the Project, including: (i) the preparation of business plans; (ii) work programs; (iii) Project monitoring and evaluation; (iv) Project reporting; (v) Project management; (vi) incremental costs; and (vii) the provision of training and technical assistance therefor.
Institutional Capacity Building for MTI and partners focusing on improved program quality and technical skills, strengthened project monitoring and evaluation, and institutionalization and dissemination of lessons learned. The project was guided by an evidence-based approach to community mobilization that has been proven effective and includes continuous collection and use of information for decision making at all levels. A comprehensive monitoring and evaluation plan allowed for the efficient collection of qualitative and quantitative information throughout the funding cycle and beyond. This system was revised and streamlined when the original database was found to be too cumbersome to be practical. Project indicators were measured using a variety of tools including: Knowledge, Practice and Coverage (KPC) surveys, LQAS monitoring, health facility assessments, organizational capacity surveys, and a community-based health management information system (HMIS) linked with the health care system. All Rapid CATCH indicators were also collected. No operations research was included in the project design as MTI was a new partner and operations research would likely have been overly ambitious for a first CSHGP project. MTI has disseminated lessons learned and best practices through its International Program Manual, national and international presentations, MTI’s web site, and annual conferences as well as post- final evaluation debriefings. The multi-year Detailed Implementation Plan (DIP) for the GCM CSP was prepared through a participatory approach that engaged all partners and input from beneficiary communities. Acknowledging that population estimates in post-conflict environments can be unreliable, the project used the best-available estimates in their proposal and at midterm updated them according to the 2008 census total county population of 127,076. Interestingly, the census showed a significant gender imbalance in Grand Cape Mount County of 107.7 men for every 100 women2. Population Estimates For Grand Cape Mount County, Liberia 2008 National Population And Housing Census Beneficiary Population Percentage of total population Infants: 0-11 months 3,920 3.08% Children: 12-23 months 3,026 2.38% Children: 24-59 months 14,483 11.40% Children 0-59 months 21,429 16.86% Women 15-49 years (WRA) 29,941 23.56% Total Population 127,076 The project reached most of the rural communities in GCMC, missing only some remote and sparsely populated communities in the northeast of the county that were very di...
Institutional Capacity Building. Education and Training Support: Delivery of material to Agriculture Education, Training, and Research (AETR) partners in Ziguinchor, Dakar and Thiès. USAID/ERA delivered and installed a significant quantity of laboratory equipment, computers (desktop, laptops, and servers), video-conference equipment, printers, networking equipment, office equipment, and other supplies to the following AETR partners: University of Ziguinchor, Lycée Technique Agricole Xxxxx Xxxxxxx (LTAEB), Centre National de Formation des Techniciens des Eaux et Forêts, Xxxxxx et des Parcs Nationaux (CNFTEFCPN), ISRA (Institut Sénégalais de Recherche Agricole), ITA (Institut de Technologie Agro-alimentaire), ENSA (Ecole Nationale Supérieure d’Agriculture), XXXXX (Institut Supérieur de Formation Agricole et Rurale). The materials grant will strengthen teaching, research and outreach at partner AETR institutions.
Institutional Capacity Building. Fostering Inter/Intra-institution Collaboration and Synergies – Facilitating the development and set-up of : Senegal’s Groupe De Réflexion Sur L’Agriculture Au Sénégal (GRAAS) Groupe De Réflexion Sur L’Agriculture Au Sénégal (GRAAS) - USAID /ERA worked with its 12 AETR partners to facilitate the creation of an agriculture advisory group in Senegal. Titled GRASS, this advisory group seeks to xxxxxx greater inter/intra-institution collaboration and synergies to strengthen agricultural productivity in Senegal. GRAAS will use a comprehensive stakeholder to achieve its goals and objectives. This group intends to provide a framework for exchange and reflection on key issues of agriculture in Senegal. GRASS is to work with: All public institutions of education and training with a focus on agricultural science (universities, schools, institutes and training centers, etc.); Research institutes (ISRA and ITA) and Outreach/Advisory institutions e.g, (XXXXX) Development structures (state services, projects, NGOs etc.) Producers and producer organizations Component 1: Agricultural Education During the period, USAID/ERA supported the following interventions in the area of Agricultural Education:
Institutional Capacity Building. 1. Improving DEN and AREFs’ capacity in the areas of: (a) human resource management, including the deployment of personnel based on new job descriptions; (b) the introduction of program-budgeting; and (c) procurement, financial management and environment and social protection;
Institutional Capacity Building. Strengthening the capacity of:
Institutional Capacity Building. Build institutional capacity of the UG resulting in better coordination of education and research and improved provision of community services in Ghana. Collaborating Stakeholders The Partnership worked with key stakeholders, including national agencies, community organizations, and other higher education institutions in Ghana. National agencies including the National AIDS/STI Control Program, the Ghana AIDS Commission, the Ministry of Health, and the Ghana Health Service were key partners in many activities, including pre-service and in-service curriculum development, CME trainings, and planning the national symposium. The general stakeholder support of these government agencies also lent to the overall success of the partnership, and we look forward to continuing collaboration. The partnership also engaged with district hospitals (Apam Hospital, St. Xxxxxxx Hospital in Akwatia, Agona Sewdru Government Hospital, Kade Hospital, Winneba Hospital, and Asamankese Hospital) in community attachment programs by placing students at these locations. These collaborations with district hospitals were beneficial to both students and communities; students received training and practical experience working in these settings, and the hospitals also gained from hosting dedicated students who will soon be providing care to communities. The partnership also engaged other higher education institutions and associated teaching hospitals in Ghana in program activities. Xxxxx Xxxxxxx University of Science and Technology, School of Medical Sciences (KNUST) and Komfo Anokye Teaching Hospital were engaged in the CME in Sunyani, Ghana. The Korle-Bu Teaching hospital associated with the University of Ghana, College of Health Sciences has also been involved, specifically in research activities related to the partnership. Also engaged in faculty development workshops were Valley View University and the University of Development Studies in Tamale and the University of Cape Coast.
