Grace A. Sebugah

• Project Management
• Project design team lead for 5 year Government to Government nutrition and resilience activity targeting livelihood activities for youth and women.
• Youth point of contact ensuring that every project design integrates the youth as cross-cutting actors.
• Support in the design and assessment of youth in Ghana on employment opportunities and challenges in the heterogenous nature of youth across the country.
• Engagement of youth in project implementations -engaging University students for internships and local youth training as youth gangs to provide services at the community levels
• Technical Advisor on youth education project design using High school and TVET as Catalyst

Project Coordination:

Coordinate US Universities Innovation labs where students undertake research in various agriculture Value chains

• Alternated training methods to diversify instruction, strengthen learning opportunities and enhance program success.
• Conducted orientation sessions and organized on-the-job training for new hires.
• Evaluated success of training programs and recommended improvements to upper management to enhance effectiveness.
• Reviewed and edited all training materials for accuracy and company policy compliance.
• Interacts with key internal and external stakeholders to provide employee training and development solutions based upon in-depth analysis, and expertise in organizational behavior, employee development, and andragogy and motivational theories.
• Coordinated technical training and personal development classes for staff members.
• Managed new volunteer training pre-service training for more than 108 volunteers (mostly youth) 220 Ghanian counterparts teachers and stakeholders each year.
• Managed all exempt employee coaching, training and performance improvement actions.

• Worked within applicable standards, policies and regulatory guidelines to promote safe working environment.
• Collaborated with Council of Technical and Vocational and Training (COTVET) aimed at with the aim to reform the TVET system and contribute to the development of a productive workforce by linking the education system to the needs of the economy.
• Designed and implement Industry-led and demand driven Competency-based training (CBT), aimed to promote equitable access, opportunities and career pathways for students and employees to develop their vocational, technical and generic skills;
• Promoted Workplace Experience Learning (WEL) to ensure that the theoretical and practical aspects of the CBT model are integrated and adequately prepare students for the world of work
• Conducted research, gathered information from multiple sources and presented results.
• Led projects and analyzed data to identify opportunities for improvement in all inclusive education
• Prepared variety of different written communications, reports and documents.
• Used critical thinking to break down cross- culture issues, diversity, evaluate, analyze and find solutions and make decisions that will bring acceptance, inclusiveness
• Developed and maintained collaborations with the Government of Ghana Institutions, Ministries and departments such as Ministry of Education, Ghana Education Service, Youth Enterprise Development and National Youth Agency, Technical Vocational Education.
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The area development covered 51 out of 105 communities in the Atebubu-Amanten district as direct beneficiaries while the communities benefited indirectly. This is a remote district dominated by pagan and Moslem populations. that was just getting Guinea worm eradicated from any good source of running water. Children had to walk 6 miles to return trip school. A family Sponsorship was started to support the communities.

led in drafting concept notes and proposals to seek sponsors from the USA. Being a pilot ADP to start a family sponsorship in the sub-region, a lot of attention was paid by sponsors and other donors.

· Provide leadership to program officers for an integrated transformation development program in communities

· Built a strong Christian foundation by partnering with Women of Faith and Women of Vision from the USA for a start-up workshop with the Local council of churches and local communities, and Christian Medical students from the UK who visit annually for fellowship with communities. These partnerships strengthen the local churches and high populations of converts to the faith of Christ.

· Lead program staff and other stakeholders in planning, designing, and implementing education especially early childhood learning as these deprived communities never had pre-schools and children had to grow up to 7-8 years before they can walk to the nearest school. As a result, most communities started Community Initiated schools which were all early childhood education that contributed to the Government of Ghana including nurseries and Kindergarten as part of the education system.

· Proposed, planned, and supervised the rehabilitation and construction of 7 school structures respectively, and 1 health clinic in program communities within one year

· Managed program budget including tracking of financial and all material resources

· Provide leadership and direction for Participatory mid-term program evaluation with multi-stakeholders

· Develop, manage, and supervise staff on pilot micro-credit for farmers within program communities

The ministry of food agriculture works as the government body in charge of agriculture food security in crops animals, poultry, and fisheries as of then. The Development Officer leads agricultural extension officers to work directly with farmers.

· Supervise and monitor 15 Agricultural Extension Agents (AEAs) field activities

· Give Technical backstopping to AEAs in their operational areas

· Develop work plans

· Reports writing and collation