To bring about positive changes in the economic, food security, and nutritional status of Ghanaian households by supporting household agricultural production process, education, and promoting good nutrition.


Despite Ghana’s national poverty rate dropped from 52.6% to 21.4% from 1991 to 2012, there still remains vast inequalities between the North and South. Much of the population in the North are rural and live off subsistence farming, making them vulnerable to the climate and economic fluctuations. The high levels of poverty in rural areas prevents children from attending school.

Nationally, access to education between 2000-2015 has doubled (with a primary net enrolment rate of nearly 89 percent). However, a child in Northern Ghana is four times more likely not to have attended school. In 2015, the three Districts targeted by this program—Mion, Savelugu, and West Gonja, were among the lowest of national education performance. Only 6.6%, 12.29%, and 11.49% respectively of pupils passed the Basic Education Certificate of Education. Girls educational outcomes were also lower than their male peers.

This is due to:

  • Poverty that causes children to engage in child labour and drop out of school, as well families cannot afford necessary school items (such as uniforms and books).
  • Cultural norms preventing girls from completing school.
  • Insufficient school infrastructure and teaching resources, such as chairs, desks, and text books.
  • Low numbers of trained teachers and thus little use of child-centered, gender and disability sensitive learning approaches.
  • Parents and communities not holding decision makers and authorities accountable to their promises on improving education.

What we do

The Integrated Community Empowerment Program (INCOME) started in 2010 to directly work with communities in the North, with the goal to empower communities to strive for sustainable development through quality education delivery for rural pupils.

                        Focus Areas

  • Develop sustainable livelihoods that are not dependent on children as core human capital.
  • Work with the Ghana Education Service (GES) to build capacity of teachers, Parent Teacher Associations, and School Management Committees. Further, to provide school materials and building maintenance for communities.
  • Community education campaigns on topics of importance such as nutrition, children’s rights, and community responsibility.
  • Build the capacity of both community and district level governance structures, institutions, and assemblies.


  • Working with Women’s Groups to increase income for families through
    • Food and crops production
    • Business skills training
    • Affordable micro-credit
    • Small ruminant schemes
    • Apiculture
    • Village Savings and Loans Associations training and mentoring
    • Access to higher levels of training for women with existing small-enterprises
  • Working with schools to improve quality of education by:
    • Capacity building for teachers
    • Improved sanitary facilities
    • Additional tuition to children
    • Mentorship programs
    • School Management Committee and Parent Teacher Committee capacity building
    • Supply of teaching and learning materials to schools
    • Supporting Ghana Education Service circuit supervisors to vary out consistent school monitoring
  • Target socio-cultural barriers to education
    • Raise awareness and knowledge about good nutrition for children
    • Work with families to ensure that child rights are observed
    • Work with children to create awareness of their rights, roles, and responsibilities
  • Strengthen the community and district level structures and government institutions and assemblies
    • Training
    • Learning and exchange visits
    • Development of
      • School performance improvement plans
      • School performance appraisal meetings
      • Community action plans


Canadian Feed the Children

Government Agencies: The District Assemblies, Ghana Education Service, Ministry of Food and Agriculture (MOFA),

Community Leaders