Abstract:
The purpose of the study was to explore the contributions of UEW corporate social
responsibility to community development of Winneba. A qualitative research
approach, case study design, purposive and convenient sampling techniques were
employed to sample twelve indigenes as participants. It emerged in the study that the
indigenes hold both positive and negative perceptions. On the positive side, it
emerged that UEW indirectly provides economic empowerment, enlightenment,
reliable energy and water supply for the indigenes. On the negative side, the
establishment of UEW in Winneba has increased crime rates, vandalism, unwanted
pregnancies, abandonment of indigene artisans and high cost of living. The study
further revealed that the establishment of UEW in Winneba has resulted in large
market size; changed life story of indigenes, opportunities to earn more, UEW and its
students as positive role models for the youth in Winneba, enhanced local security,
new housing plans and increase in rental housing. Human rights implications of UEW
CSR on the indigenous people of Winneba. The study also found that the
establishment of UEW in Winneba has resulted in the strengthening of the right to an
adequate standard of living of the indigenes, right to work, right to health and right to
education. The study recommends that UEW should collaborate with the Municipal
Security Committee to advance strategies toward strengthening security in Winneba,
UEW should award contracts to indigene artisans to strengthen the existing cordial
relationship between UEW and its host community and improve the well-being of the
artisans. UEW should intensify its gender policy education through sensitization
programs among its students and invite community leaders to represent the host
community in these programs. Lastly, UEW should collaborate with the host
community to stabilize the cost of rent through a mutual agreement to cushion the
high cost of living in Winneba.
Description:
A Thesis in the Centre for Conflict, Human Rights and Peace Studies,
Faculty of Social Sciences Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Human Rights, Conflict and Peace Studies)
in the University of Education, Winneba