Pambe Ghana Inc

Many Hands Make Light Work! "La'angum ka toom"!

Oklahoma City, OK   |  www.pambeghana.org

Mission

PAMBE Ghana partners with local communities in northern Ghana to provide a model of quality basic education that integrates language, culture, literacy and academic excellence.

Ruling year info

2006

Executive Director Emeritus

Ms Alice Azumi Iddi-Gubbels

Main address

PO Box 18813

Oklahoma City, OK 73154-8813 USA

Show more contact info

EIN

20-4975033

NTEE code info

Rural (S32)

Citizenship Programs, Youth Development (O54)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

The rural areas in the East Mamprusi district in Northern Ghana remain far less developed, with less economic and social infrastructure than the rest of the country. The surrounding villages do not have electricity or running water. the rural East Mamprusi district has fewer education facilities than the urban areas in the district. Many children in the rural areas do not go to school, and many, especially girls, drop out of school to help out at home. The literacy rate in the local Mampruli language is 10%, and is below 30% in English. La’Angum Learning Center was created to be an innovative school for bilingual child-centered education from pre-Kindergarten to grade 6.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

La'Angum Learning Center

The La’Angum Learning Center opened in September 2008 with 40 children in a pre-Kindergarten class, and a new grade was added in each succeeding year. The objective is to develop a model of high quality basic education that is accessible to children in remote and under-served communities. Currently, there are 266 students in pre-Kindergarten through 6th grade and 24 program staff. Ninety-six students have graduated from the PAMBE Ghana-supported La'angum School and are now in high school (grades 7, 8, 9 &10).

With the support in cash and in kind from many individuals and foundations, PAMBE Ghana has invested significantly in building infrastructure, including 8 classrooms, a well-furnished library, a solar-powered computer lab and an environmentally-friendly water and sanitation facilities. These facilities provide a safe and nurturing environment for the young students and staff in the La'angum Learning Center (LLC).

Teacher training and staff development has been a key component of the PAMBE Ghana education program in Ghana. Teachers and support staff in the La’Angum School (LLC) continue to receive training in Montessori and other learner-centered methods through visiting trainers, workshops and professional training. In collaboration with the Ghana Institute of Linguistics, PAMBE Ghana published the first primary readers in the Mampruli language, enabling students to begin formal education in their own, familiar tongue. PAMBE Ghana provides teachers with the opportunity to fulfill their university-level basic education degrees and certification. In return, these trained professionals commit to a longer term of service, which ensures that students receive quality as well as continuity, despite their remote locations.
Building from the ground up, the local communities have been an integral part of the founding and continued development of the PAMBE Ghana program in Ghana since 2007. A local Advisory Committee (AC) was formed to provided guidance and oversight, and make recommendations in planning and implementation of the program in accordance with the Ghanaian Education Service (G.E.S) policies.

The communities provided land, mobilized labor and built the infrastructure to start the school. They initiated a lunch program, contributing foodstuffs such as corn, peanuts and beans from their harvests, and volunteers cooks to provide a hot lunch for all students and staff every school day since the inception of the school. In fact, it is in this light that they, the communities, decided to name the school " La'Angum", which means teamwork in the local dialect. It comes from the phrase "LA’ANGUM KA TOOM!" meaning, "Many hands make the work light (Many hands make light work)".

The Parents-Teachers Association (P.T.A.) is growing stronger in playing a leading role in the development and sustainability of their school, the LLC. In 2014, a School Management Committee (S.M.C.), composed of the PTA chair, the head teacher, the local assembly person and a representative from the Ghana Education Service as well as designated representatives of the traditional (local chiefs) and religious leadership, both Christian and Moslem, was formed. The creation of the SMC reflects the maturation of the PAMBE Ghana education program from a seed planted in 2007 into an organization whose roots have taken hold and shoots are spreading out!

Population(s) Served
Children and youth

Where we work

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

PAMBE Ghana was founded on the principle that quality primary education is a prerequisite to successful educational outcomes in later years, and to building sustainable communities in the East Mamprusi district and the country at large.

PAMBE Ghana works with local villages to provide quality basic education that is accessible to children in poor, rural and underserved areas. The PAMBE Ghana education model links culture, mother tongue-based bilingual instruction, literacy and experimental learning methods, adapted to the Ghanaian rural context, to achieve better educational outcomes. As PAMBE Ghana progresses in developing this innovative model, the organization intends to support existing public schools interested in adapting and applying this approach.

*Educate the whole child, including academic, social, cultural and emotional development.

*Champion the development of each child as an individual with unique abilities and talents.

*Begin education in the child’s first language and gradually add in English.

*Promote the professional development of local teachers.

*Support sustainability, health and sanitation in the school community with solar energy, rainwater harvesting and
biogas technology.

*Foster local culture, community cooperation and parent involvement.

PAMBE Ghana has invested in teacher training via various resources. La’Angum Learning Center teachers continue to receive training in Montessori methods through visiting trainers and at Ghana Montessori International in Accra. PAMBE Ghana provides teachers with the opportunity to fulfill their university-level basic education degrees, Montessori training and certification. In return, these trained professionals commit to a term of service, which ensures that students receive quality as well as continuity, despite their remote location. In collaboration with the Ghana Institute of Linguistics, PAMBE Ghana published the first primary readers in the Mampruli language, enabling students to begin formal education in their own, familiar tongue.

Just as the La’Angum Learning Center has been integral to the communities it serves, these communities have been important to the school. In 2007-08, when the school was founded, locals took primary responsibility to clear the land and build the initial structures, and in fact chose the name for the school – the phrase ‘La’angum ka toom’ meaning teamwork, or many hands make light work. As the school has grown to its present size of 249 students, 13 teachers, and 3 administrators, the local communities have continued to assist in many ways, including building and maintaining the physical structures, and the collaborative model in support of education continues to flourish.

In 2014, a local School Management Committee (“SMC”) was formed to provide oversight and make recommendations concerning long-term planning, in accordance with the governance practices of the Ghanaian Education Service (“GES”). In addition to Alice, this diverse committee is composed of the PTA chair, the head teacher, the local assembly person, and a representative from the GES, as well as representatives designated by the local chief, the Imam, and the local Catholic group. The SMC includes both male and female representatives. The creation of the SMC reflects the maturation of the school from a seed planted by Alice into an institution whose roots have taken hold.

The La’Angum Learning Center opened in September 2008 with 40 children in a pre-Kindergarten class, and a new grade was added in each succeeding year. The school is a full primary school with class rooms up to grade 6. The school has a state of the art computer lab run on solar power, a vast library, a latrine equipped with biogas digesters to fuel the kitchen. Through the efforts of PAMBE Ghana the Ghana Education Service saw the need for a Junior High School in the area. Now even more students have access to an education. PAMBE Ghana is currently working towards the development of a new pre-k and kindergarten school in a neighboring village, Bantambaari.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.),

  • How is your organization using feedback from the people you serve?

    To identify bright spots and enhance positive service experiences, To inform the development of new programs/projects, To strengthen relationships with the people we serve,

  • What significant change resulted from feedback?

    We sent out an electronic survey to our donors and volunteers to determine what their interests and how they would like feedback from us.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board,

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback,

Financials

Pambe Ghana Inc
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Connect with nonprofit leaders

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Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Pambe Ghana Inc

Board of directors
as of 11/23/2020
SOURCE: Self-reported by organization
Board co-chair

Mr. Tom Ziebell

PAMBE Ghana Inc.

Term: 2020 - 2023


Board co-chair

Mr. Jane Wheeler

Tom Ziebell

Tom Temple

Richard Williamson

Susan Kovats

Jennifer Bryant

Jane Wheeler

Patti Tepper- Rassmusen

Judy Federa

Steve Reid

Stuart Williamson

Scott Robertson

Kathy Carey

Heather Hintz

Harbour Winn

Barb Reid

Bill Parker

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Not applicable
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Not applicable
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 11/15/2020

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
Black/African American/African
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

No data

Gender identity

No data

 

No data

Sexual orientation

No data

Disability

No data