diff --git a/About.html b/About.html index f1400ee..c7f779e 100644 --- a/About.html +++ b/About.html @@ -5,7 +5,7 @@ - Ghana Innovations in Development, Education and the Mathematical Sciences + GHAIDEMS diff --git a/Our_works.html b/Our_works.html index 1131e3d..a76095f 100644 --- a/Our_works.html +++ b/Our_works.html @@ -5,7 +5,7 @@ - Ghana Innovations in Development, Education and the Mathematical Sciences + GHAIDEMS @@ -83,9 +83,11 @@

Social Development:

Our projects

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- Comparing satellite and station data

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- R-Instat

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- DocmeUP

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Agriculture:

Our projects

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- PISCA

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Our projects

Climate:

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GHAIDEMS has always placed importance on climate as an area of contribution. The urgency of the climate emergency has drawn attention to the importance of work in this area. Our background has come from analysis of historical data, an area of significant importance in its own right. We are naturally drawn into data management and quality assurance processes pertaining to the data as well as working with satellite estimates and reanalysis products which complement and extend the data.

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GHAIDEMS has always placed importance on climate as an area of contribution. The urgency of the climate emergency has drawn attention + to the importance of work in this area. Our background has come from analysis of historical data, an area of significant importance in its own right. We are naturally drawn into + data management and quality assurance processes pertaining to the data as well as working with satellite estimates and reanalysis + products which complement and extend the data.

Our projects

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- R-INSTAT Training

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- Equipping National Meteorological Services for efficient use of Climatic Data (Data Rescue and Developing Climatic Products for use by PICSA and other stakeholders)

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Education:

Our projects

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- Virtual Maths Camp

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- Use of STACK in Moodle for Tertiary Education

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  • About Us
  • Team
  • How We Work
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  • Staffing
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  • Our Works
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    PICSA

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    + Education Sub-Saharan Africa (ESSA) is an organization committed to the vision of delivering high-quality education in sub-Saharan Africa, empowering + young individuals to realize their aspirations and bolstering societal strength. In collaboration with Innovations in Development, Education, and the + Mathematical Sciences (IDEMS International), a UK-based social enterprise supporting projects in development, education, and mathematical sciences across Africa, + ESSA undertook a project aimed at comprehending the landscape of statistics education in tertiary institutions in Ghana. The project aimed to identify + ongoing activities and innovations within universities, highlight the primary challenges faced by statistics departments, and explore opportunities for + both local and international support. +

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    + To attain this objective, individuals affiliated with GHAIDEMS + were involved in gathering data from the heads of statistics and mathematics departments in both private and public tertiary universities in Ghana. + Employing a focus group discussion approach and utilizing semi-structured questionnaires, the GHAIDEMS team gathered insights into the characteristics + and extent of statistics education across different universities in the country. The institutions contacted included; + University of Ghana; + Kwame Nkrumah University of Science and Technology; + University of Cape Coast; + University for Development Studies; + University of Mines and Technology (UmaT); + University of Health and Allied Sciences (UHAS); + University of Energy and Natural Resources (UENR); + Accra Technical University; + Tamale Technical University; + Takoradi Technical University; + Ho Technical University; + Bolgatanga Technical University; + Cape Coast Technical University; + Koforidua Technical University; + Valley View University; + Methodist University College; + Ashesi University College; + Regent University College of Science and Technology; + Catholic University College; and + Presbyterian University College. + +

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    + Leveraging the proficiency of the GHAIDEMS team, the insights gathered from the heads of different institutions cover the panorama of Statistics + Education in Ghanaian Universities, spotlighting the distinctive features of each university, including the variety of courses offered and the number of + lecturers involved. The reports generated from this study have empowered IDEMS and ESSA to effectively convey to a global audience the status of statistics + in Ghanaian universities and provide guidance on how those interested in supporting statistics education in these universities can contribute effectively. +

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    PICSA

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    + The Participatory Integrated Climate Services for Agriculture (PICSA) approach, developed by a team of researchers from the University of Reading, + offers comprehensive support to smallholder farmers. Designed to guide farmers from pre-season planning to post-season activities, PICSA serves as a + foundation for informed decision-making. The approach is built on three key components: + +

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    • Providing climate and weather information, including historical records and forecasts, to farmers.
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    • Collaborative analysis of information on crop, livestock, and livelihood options, along with associated risks, involving both field staff and + farmers to identify practical management activities. +
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    • Implementation of participatory tools that empower farmers to utilize the gathered information in planning and decision-making tailored to their + specific circumstances, such as participatory budgets for planning. +
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    + PICSA has been effectively implemented in over 30 countries across Africa, the Caribbean, and select regions in Asia, demonstrating its adaptability in + diverse agricultural contexts. The GHAIDEMS team members have played crucial roles, serving as key contributors to the PICSA African team. Notably, during + the CASCAID + project in 2015, GHAIDEMS team members took leadership positions, contributing significantly to the success of PICSA implementation in Ghana. + A subsequent study revealed that + approximately 6,000 households in Northern Ghana received PICSA training, with an impressive 97% making tangible changes + to their agricultural and livelihood practices. On average, each household implemented more than three changes, highlighting the effectiveness of + the approach. + +

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    + PICSA's success is attributed to its focus on tailoring options to the specific conditions of farmers, considering both biophysical and socioeconomic + factors. This strategy was evident in the GHAIDEMS team's participation in the WAMMP + project for Lesotho in 2017 and, similarly, in 2019 under the WFP's Climate Services Support, + leading to favorable outcomes for Mozambique. In these instances, GHAIDEMS' team members within the African PICSA team have + conducted PICSA Approach training sessions for extension workers and lead farmers, who subsequently share the approach with other farmers. They have also + been actively involved in monitoring visits and evaluations of the PICSA approach within the PICSA regions. The ongoing commitment of the GHAIDEMS team + underscores the lasting impact and importance of PICSA in promoting sustainable and context-specific agricultural practices. +

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    STACK

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    + The STACK Educational Program is a dynamic online platform that operates using the System for Teaching and Assessment using a Computer + Algebra Kernel (STACK). This innovative system empowers educators to craft mathematical questions that provide immediate, tailored feedback to students. + STACK's unique capability lies in its ability to evaluate student responses in real-time, thereby fostering a deeper understanding of various mathematical + concepts, procedures, and reasoning skills. +

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    + Members of GHAIDEMS, particularly from the education team, actively participated in the IDEMS Data Skills project. This project was designed to bolster + data literacy and analysis capabilities. A significant aspect of their involvement included training in the effective use of the STACK platform. This + training encompassed the entire process of authoring and reviewing comprehensive STACK questions, which are known for their complexity involving elements + like randomization, precise feedback mechanisms, and validation checks for student responses. The team's proficiency in STACK has led to the development + and refinement of high-quality STACK questions. These questions can serve as pivotal educational tools that facilitate automated feedback, aiding in the + learning process of students. +

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    + The collaborative efforts between our partners, IDEMS International in the UK, and , INNODEMS in Kenya have been instrumental in this endeavor. Their + partnership is characterized by a commitment to providing diverse and effective blended learning experiences across various educational levels. These + efforts have greatly contributed to advancing the quality and accessibility of education in Africa, particularly in the realm of mathematics and data + literacy. The creation of a comprehensive question repository has been a notable achievement of our partners. This repository has become an invaluable + asset for numerous universities, enhancing the educational resources available for mathematics education. +

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    + The integration of STACK in these educational initiatives reflects a forward-thinking approach to leveraging technology for enhancing educational outcomes. + By enabling immediate feedback and interactive learning experiences, STACK plays a crucial role in modernizing educational methodologies and expanding + access to quality education, especially in regions with limited educational resources. This program's impact extends beyond the confines of traditional + classrooms, paving the way for innovative and accessible education across the African continent. +

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