Community Action Teams

Children Impacted


Communities to date


Projects completed




Cycle 1: Self-awareness and Personal Development

  • To understand and celebrate their natural talents and passions
  • To create a database of the natural abilities within the team and spend time researching and dreaming where these skills and talents can be useful in a future profession
  • To assess baseline literacy & numeracy skills and begin working on improving thus.
  • To introduce them to basic financial management and its rewards.

Cycle 2: SDG's, Child Rights and Responsibilities

  • To guides the members in developing an understanding of SDG's, Child Rights and their corresponding responsibilities: This helps to reinforce their sense of self and build their confidence in their value to their community
  • Using the Rights-based approach, to show the team members how to perform personal and communities child rights situational analysis. This helps to provide a clear picture of where and why they are not enjoying the Rights according to them as Children.
  • To create a community responsibility & capacity gap matrix. This develops critical analysis skills as they examine duty bearers roles and responsibilities as Right holders.

Cycle 3: Active Agents of Change

  • Utilize already developed matrices and situational analysis to peer-educate
  • Internalize the necessity of prioritizing by engaging in a series of activities to prioritize challenges they see to them enjoying their rights in order of how it affects their current well-being.
  • Learn how to use problem-solving and brainstorming strategies to put their natural talents and newly enhanced skills and capacities towards help positively impacting the highest prioritized issue
  • Acquire planning & implementation skills by planning an intervention and executing it
  • Understand the necessity of a monitoring and evaluation strategy in the sustainability and impact of their in(ter)vention by creating and implementing one.

Cycle 4: Academic mentoring

To guiding team members  in the use of newly acquired skills in preparing effectively for their final exams.This is done with VOICES fellows working as academic mentors.

What Program Participants are saying...

“My name is Stanley. I am fourteen years old, and in Junior High 1 in Accra Royal Junior High School. I am in Cycle 1 of the CAT program. From my CAT facilitators, I learned how I can keep the environment of my community clean. I tell my friends we have to clean the community to prevent disease. My friends are persuaded and they said I improved my speaking skills too!” --CAT Member, (Cycle 1)

“CAT has taught me if you have something, believe in it. Be excited and united, work as a team. Don’t give up on anything. Have focus, listen, be determined, and know that your voice matters. When you graduate, you appreciate this more.”---CAT Member, (Cycle 2)