Overcrowded Classrooms Spark Village Debate

Last week the Joekwart Memorial Community Centre hosted an important town meeting to address the issue of a new school scheduling system at District Assembly Primary School.  The meeting was chaired by the Chief of Humjibre, Nana Kwadwo Twum II,  with his counsel of elders in attendance.  The new school schedule splits classes into two sessions: a morning session from 7:30am to 12:00pm, and an afternoon session from 1:00pm to 5:00pm.  The teachers from District Assembly Primary School explained that this new arrangement is necessary because their classrooms have become overcrowded, with upwards of 60 students in attendance and students often sitting four to a table. 

Anxious parents expressed two main concerns.  Besides creating learning challenges, parents recognize that overcrowded classrooms also pose a health risk in terms of easier transmission of contagious illness.  This is a legitimate worry, as Humjibre lies on the edge of the tropical rainforest, providing the optimal climate for a host of infectious diseases.  This concern argues in favour of reducing class sizes.  However, the more pressing concern now is that the new school schedule has drastically increased the rate of truancy among students.  Students assigned to the morning sessions have been playing hooky, telling adults passing by as they play outside that they are part of the afternoon session.  Afternoon students pull the same trick in reverse.

When this concern was voiced, the atmosphere of the town meeting became very heated.  Although the meeting was conducted in Sefwi, it was clear that some community members were very upset seeing the children compromise their education by skipping class to run wild and play throughout the whole day.  At many points throughout the meeting, the Chief had to keep order by urging people to calm down and speak one at time.

Everyone was given a chance to express their apprehensions regarding the new schedule and then the floor was opened for suggestions on how to solve the problem.  Things heated up once again, with voices rising and tempers flaring among those who disagreed with suggestions.  Finally the group came to a consensus on a way to solve this predicament.  The community agreed that a new school building should be constructed to accommodate the students adequately.  To cover the costs of undertaking this new construction project, every man in Humjibre is to contribute five Ghana Cedis, and each woman, three Ghana cedis.  A sense of relief permeated the hall once this conclusion was reached, and everyone seemed satisfied to be part of the process that produced this solution.

The problem of overcrowded classrooms is not limited to Ghana, but is a common problem across Sub-Saharan Africa.  A survey by the UNESCO Institute for Statistics shows that “a child in Sub-Saharan Africa is likely to study in an overcrowded classroom that can number as many as 67 pupils in Chad, for example, compared to fewer than 30” in country members of the Organisation for Economic Co-operation and Development.  Adding to the problem, many classes in the region combine different grades, grouping children of different levels of education together, taught by a single teacher (UNESCO). 

It was clear in observing this town meeting that residents of Humjibre take their childrens’ schooling very seriously.  They know that these early years of school work may very well dictate the rest of the child’s life.  It’s also clear that Humjibre is a place where everyone has a voice, and that the community faces challenges together under the guidance of the Chief and the elders.

Of course some of the children might be disappointed that their carefree, self-given days off from school are over, but one day they will be thankful for it!

Source:
http://www.unesco.org/new/en/education/resources/online-materials/single-view/news/inadequate_school_and_teaching_resources_challenge_education_in_sub_saharan_africa/

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They Do Not Like Green Eggs and Ham

 

 

by John Schaidler

 

 

 

I felt unexpectedly drained and defeated as I turned the page and intoned, with forced enthusiasm:

Would you eat them

in a box?

Would you eat them

with a fox?

The incessant, clanky drumming of rain on the metal roof had finally stopped. I knew they could clearly hear me, but my words hung in the hot, humid air of the library—uninspiring, dull and joyless.

Kwame fidgeted in place, uncrossing and recrossing his legs. Alua elbowed his sister, imploring her to slide over and give him some space. I felt the itchy tickle of sweat on my scalp and forehead. Kwame and his two friends, whose names I didn’t yet catch, wordlessly got up and walked away.

I’d totally lost them.

Undeterred, I melodically pressed on, pointing to each object as I read the word, rotating side to side so everyone could see:

Not in a box.

Not with a fox.

Not in a house.

Not with a mouse….

I glanced up. Seventeen blank faces stared back. I took a deep breath and continued.

I would not eat them here or there.

I would not eat them anywhere.

I would not eat green eggs and ham.

I do not like them, Sam-I-am.

Alua’s sister pinched him. He smacked her in the leg. She immediately retaliated, punching him square in the shoulder. “Okay, okay,” I said gently, “that’s enough, you two.” Another kid stood up and left, unapologetically. Two more quickly followed. I sighed and closed the book. “Why don’t we take a break and…?” The rest of the children scattered in all directions, seizing the opportunity to get away from my mind numbing read-aloud.

I was baffled and heartbroken. Dr. Seuss is one of my all-time favorite authors, an undisputed genius. Green Eggs and Ham is one of my all-time favorite books, an unrivalled classic. This was what I’d signed up for. This was why I was here. This was what I’d dreamt of the last several months.

I stared at the dusty floor, trying to retrace my steps and figure out where I’d gone wrong. Just 45 minutes ago—waiting for the library to open—we’d all been laughing and smiling, playing the local version of jacks under the metal eaves as the rain pelted down. Earlier in the day, we’d all played soccer in the rutted, grassless field in front of the community center.  I’d made fast friends with them all. It was like I’d known them all my life. But suddenly, here in the library, book in hand, I was just another boring teacher plodding my way through another boring text, reconfirming the fact that reading was an utterly boring chore.

Months ago, back in the States, the phone interviewer had asked me, “What’s a successful development worker’s most important trait? What will you bring to the ‘Ghana Read and Play’ session?”

Without a moment’s hesitation I’d said, “Humility.” Hearing a positive sounding, “Hmmm,” on the other end I quickly continued. “I think it’s important to remember that I am a guest. It is a privilege to live and work in the host community, not a right. I am there to learn, as well as teach. I need to always ask questions, not think I have all the answers. I need to leave my Western biases behind and be fully present, prepared to look, listen and learn, respectfully and appreciatively.”

Bam!

Perfect.

Nailed it.

I secretly high-fived myself as the interviewer asked the next question. Rarely has anyone been so proud of his own humility. Right then and there, despite my good intentions, despite the words that I’d just spoken, despite everything I knew about the vital importance of making truly authentic cross-cultural connections, the seeds of my Western “superiority” were sown and quickly taking root. Now, on the lonely wooden bench of Humjibre’s Community Library six thousand miles from home, my deeply entrenched Western notions were bearing bitter fruit. They did not like Green Eggs and Ham.

In my unthinking rush of excitement, I thought I’d done everything right. I’d gathered the kids around me, greeting them in Twi—“Wo ho te sen?”—and telling them my name—“Me din de John”—but I’d blown right past the first step. I hadn’t even bothered to ask a single question or tried to figure out what the kids wanted and needed. Instead, enticed by the bright orange cover of one of my favorite childhood books, I’d plucked it from the shelf and unconsciously decided I knew what was needed. Never mind what the kids thought. Never mind the goal. Never mind the desired outcomes. We were going to get there by reading Dr. Seuss.

Ennngh.

Wrong.

Less than halfway through the story my audience had vanished, thoroughly disenchanted. Like the foolish, self-absorbed protagonist in any number of folk tales I read and heard throughout the years here I was, paying the price of false modesty. Why challenge my ingrained assumptions when I knew I had all the answers? So much for “humility.” I stared at the distinctive reddish-orange mud caked on my shoes—the color of no other dirt I’d ever seen in my life—and thought about the book in my hands.

Ham…? What was I thinking? I’d been in Ghana less than 72 hours, but had yet to see a pig. Yams, plantains, rice and beans are eaten in some combination for virtually every meal. In fact, rural Ghanaian diets rarely include meat of any kind, let alone pork. It seemed highly unlikely any of these kids had ever seen or eaten ham. A train…? Ghana’s railway system essentially collapsed in 1965. The nearest station is in Kumasi, 70 miles away. Most people in Humjibre spend their entire lives in a 20 miles radius, less than a third of that distance. Taking a bus or a taxi is rare. Two percent of the population has ever taken a train.  Sam-I-am…? Think about that for a minute. It’s certainly melodic and silly—a lot of fun to say—but it’s a weird concept to grasp for a native English speaker, not to mention an English language learner.

I flipped through page after page, carefully reading the words and looking at the illustrations. It became increasingly clear how truly foreign this book was. The words and sentences were not overly long or complex, but devoid of their western cultural context, they didn’t resonate at all.  They were virtually meaningless. A bunch of sing-songy gibberish.

I stood up and scanned the room. Every child I saw was either readings his own book, or sharing a book with friends. Everyone was reading something, just not Green Eggs and Ham.

I wandered back to the shelf from which I’d gotten the book. There sat an undisturbed collection of near-mint Western classics: Make Way for Ducklings, The Little Engine That Could, Madeline, Curious George, Where the Sidewalk Ends. Meanwhile, on a dusty mat not 10 feet away, a steady stream of kids borrowed and returned a motley collection of tattered, dog-eared books from a brown plastic milk crate. As soon as a book was returned, it was immediately scooped up again.

Aha!

This was the mother lode. Unsurprisingly, it was a collection of picture books about Africa and Ghana: alphabet books, counting books, books about colors, books about shapes and a book called Nii Kwei’s Day: From Dawn to Dusk in a Ghanaian City, a book I’d happened to read back home in Minnesota in preparation for this very trip. A boy snatched it from the pile and looked up at me, hopefully. “Want me to read it?” I asked. He nodded and gave me the book. We sat on the mat and I started to read. Instantly, we were thronged. Kids excitedly pointed at and commented on familiar words and pictures: broom, bucket bath, football, a distinctive maroon and yellow two-tone Ghanaian taxi. This was what their lives looked like in print. This was a book about them.

In hindsight it makes perfect sense. Beginning readers and English language learners (ELLs) naturally gravitate toward concepts, words and pictures that reflect their daily lives. They are drawn to what professor emeritus at the University of Southern California and bilingual education expert Stephen D. Krashen calls “comprehensible input”—culturally relevant images, stories, poems and nonfiction that directly echo their life experiences.

“When we don’t understand a language, we don’t acquire it,” explains Krashen. “Incomprehensible input becomes undifferentiated noise, signifying nothing. It fails to register in the brain.” In fact, there may be nearly 6,000 books in the Humjibre Community Library, but—as Krashen emphasizes—that’s hardly the point. “The only English that helps is the English that students understand,” a phenomenon I’d just witnessed firsthand. “What matters is the quality—not the quantity—of English exposure.”

This is not to suggest there’s no place for Dr. Seuss in African libraries and classrooms. Certainly, there are a great many African students able to read and enjoy the antics of The Cat in the Hat or boo and hiss The Grinch Who Stole Christmas. It does mean, however, that one brown plastic milk crate of high interest, culturally relevant, reading level appropriate books outweighs sagging shelf after sagging shelf of Western pop psychology self-help best sellers, do-it-yourself home repair manuals, fantasy football and Pokémon guides, Justin Bieber and Taylor Swift biographies and endless copies of The Da Vinci Code—all books I actually saw on the shelves in Humjibre.

There is a book famine in Africa. Most families don’t own a single book of their own. Community and school libraries are sparsely populated or nonexistent. Book stores in even the largest cities are exceedingly rare. We are right to want to help. We are right to donate our used and excess books. But just as we would be foolish and insensitive to alleviate hunger by sending table scraps and crumbs, we are unwise and even unkind to send hopelessly outdated, culturally misaligned or just plain useless books to budding African libraries.

Please, donate new and gently used books to reputable organizations that serve communities in need, but be mindful of your selections. The Western classics you or your children love may not be the best choice. In fact, whatever their utility or worth, it takes a great deal of money, time, effort and coordination to ship books overseas and get them into the hands print-starved children. The quality of your donation likely outweighs the quantity of it. So if you’re unsure what books might be best, ask a bookseller, librarian, teacher or the aid organization itself. There are dozens—perhaps hundreds—of culturally relevant, high interest books from which to choose.  Books that the kids will love and read over and over again. Trust me, when they find a book they like…

   

They will read it in a box.

They will read it with a fox.

They will read it in a house.

They will read it with a mouse.

They will read it here and there.

They will read it ANYWHERE!

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Gifts That Keep On Giving

It’s 7:30 pm and the GHEI Humjibre Community Library is quiet, the only sounds coming from the rustling of turning pages and the low murmur of whispered discussions about homework and readings.  Around forty students fill the study carrels, working quietly on their homework or enjoying some leisure reading with their favourite novels.

The four white boxes in the corner haven’t attracted the students’ attention yet, which isn’t surprising as there is nothing remarkable about their appearance.  But it’s the content of these boxes that will soon turn the library’s quiet atmosphere into roaring excitement.  Recently Lincoln Community School in Accra donated these four boxes brimming with books to GHEI’s library.

Breaking into the evening silence, Library Administrator Lawrence Donkor addresses everyone, asking for a few volunteers.  A few hands go up, then a couple more, and the reluctant volunteers stand up and come forward.  “Go ahead, see what’s in these boxes,” Lawrence says.  The kids look at one another cautiously, and then at the boxes, as if they’re wondering if they’re about to be pranked.  They slowly open the cardboard boxes to reveal their contents and are pleasantly surprised by the wide array of reading material they hold.  Then they immediately start browsing through the books.

Two boxes contain picture books for young children, while the other two boxes hold young adult novels, such as the classic “Harry Potter” series (in it’s entirety!) and "Lemoney Snickett’s A Series of Unfortunate Events", as well as less familiar titles such as “The Extraordinary Adventures of Ordinary Boy!”

By now the rest of the students are watching closely, their attention captured by the bright covers of the hundreds of books.  After a little encouragement to go and explore the library’s newest literary treasures, the rest of the kids practically sprint to the boxes to catch a peek.

The kids’ curiosity was contagious, and I couldn’t resist browsing through our new collection myself, wondering what other books might be found.  I was pleased to find one of my favourite picture books from my childhood, “A Color of his Own,” a brightly illustrated book about the colour-changing chameleon.  It’s amazing to think that after all these years I still remember special books that made an impression on me during my growing up years, and awesome to think that our young students here in Humjibre will remember their favourite stories from this batch of books for years to come!

Lawrence was also delighted when he saw that amongst the donated books was his favourite, “Whistle for Willie,” in which a young boy does his best to learn to whistle for his dog.  “I used this book in teaching some of our young students.  It’s great!  I will read this book to my daughter so that she will learn to love to read,” enthused Lawrence. 

 Back in May of 2005 when GHEI first opened the Humjibre Community Library, 1,300 books found their home on its shelves.  After expanding the building structure in 2007, we were thrilled to add over 3,000 books through a generous donation from Books for Africa in 2009.  Through our partnerships with groups like Books for Africa, and other institutions like Lincoln Community School, our library now has close to 6,000 books and is still growing.

I’d like you, for a moment, to think of your home’s bookshelf.  It’s probably filled with a variety of books covering an assortment of subjects, most of which you have already read and are now collecting dust.  Imagine how happy those books would make an eager young reader in the developing world!  I’ve had the privilege of seeing their excitement first hand, and it’s a heartwarming sight to see the kids rejoicing over these wonderful gifts, getting so excited about their education without even knowing it!

I urge you to round up those old books of yours and donate them to organizations that make it their mission to put them in the hands of people who will cherish their every word. They’ll go from useless trophies on your shelves to becoming valuable educational resources for years to come.

GHEI would like to offer our sincere thanks to Lincoln Community School, as well as all our other partners who continue to support our library!

 

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Volunteer Reflections - Girls Empowerment: Summer Serve and Learn 2012

GHEI's Summer Serve and Learn sessions came to an end last month and our volunteers are now back at home in North America, digesting all that they've seen and learned through the experience.  Susan Choy, a volunteer from the first session of the summer, has been gracious enough to offer these insightful reflections on her time spent working with us in Humjibre.

1) Why did you choose the Girls’ Empowerment session?

Currently, I volunteer with New York City’s chapter of the National Organization for Women (NOW-NYC). This non-profit is a dynamic advocate for women’s rights through the promotion of comprehensive reproductive healthcare access, economic empowerment, and campaigns to end violence against women. I began to connect these global issues during my international immersion trips to Nicaragua and involvement in the Southeast Asian Student Association while I was a student at Boston College.

When I learned about GHEI’s Girls’ Empowerment session, I was inspired by the idea of engaging in a global experience to help empower young girls. This session is designed around leadership, life skills, and reproductive health issues related to boosting the confidence of young female Ghanaians. I read in the GHEI Handbook that “in many impoverished societies including Humjibre, female education is considered an economic tradeoff. Oftentimes, families need their children to help with younger children or home chores rather than go to school and oftentimes, young women are forced to forgo their education” (pg. 1). The session’s objective is to motivate these young women to continue their education and equip them with the knowledge and self-confidence to set goals to achieve their aspirations. Education is a start to leveling the unequal playing field, and women deserve an equal opportunity and encouragement to access educational resources. The ideals of the session, and GHEI, are aligned with my own passions for social justice, so it was a fitting partnership.

2) What were some specific challenges that you faced in the session? How did you overcome them?

It was difficult to temper my desire to introduce more women’s reproductive rights ideas into the curriculum for the girls. I definitely felt that they were smart enough to learn a lot more and become advocates for their community. However, the planning sessions with the team helped me take a step back, and I realized that they needed to become advocates for themselves first. This understanding helped me scale back my “grand” ideas and focus on ensuring that the girls learned the core concepts of family planning and life skills.

Additionally, it was difficult, at times, to ascertain whether or not the girls understood the core concepts, due to cultural/language barriers. It was helpful to explain concepts in a couple different ways, review concepts at the end of the sessions, and ask the girls questions about the lessons. More importantly, Aggie, Jen, Raven, and Happy were fantastic in assisting us to infuse our lessons with culturally relevant ideas and terms.

 3) What were some of your “lessons learned?”

• Be flexible. Situations come up unexpectedly

• Be open. New experiences are right around the corner and try everything at least once.

• Be willing to listen and learn. The local people know what is best for their community.

All too often service can be misconstrued as “us” helping “them.” The most enriching part of a service experience is working alongside the local people and learning their stories. This mutual understanding can lead to collaborative efforts that have the most impact. GHEI has reinforced this concept for me.

4) What were some memorable moments of your experience?

I was most impressed by the tenacity displayed by young Ghanaians to strengthen their communities. GHEI’s core foundation is in local capacity building as the sustainable method to help the community progress. GHEI has activated a youth literacy campaign by engaging students in a Read-a-Thon at the GHEI community library. GHEI has trained community members to become Community Health Workers, who develop outreach events and maintains the health initiatives. Some of their projects include bed net demonstrations for malaria prevention, hand washing programs in schools to improve hygiene and sanitation, reproductive and sexual health education, and HIV/AIDS awareness. GHEI offers supplementary courses and tutoring for students who are falling behind and for high-achieving students to further excel. Ghana’s youth is central in all of these programs, which is a strong display of GHEI’s methodology at work.

I enjoyed learning from the girls beyond our lessons in the classroom. It was great to cook local dishes with them, learn Ghanaian games, and to visit their families. These activities supported the idea that we have much to learn from each other. There is such a great need for us to unite our efforts in direct action to improve our global community, and I feel deeply privileged to be able to help in some small way.

5) What is your advice to potential volunteers?

a) Absorb as much as you can of this beautiful country because you never know when you will come back.

b) Take control of your experience. If you want to learn about an issue or want to do an activity, take initiative and ask respectfully.

c) Reflect on how your past experiences are informing your current interactions and how your time in Ghana will play a role in your future.

Ultimately, the experience is what you make of it. Give the community your energy and commitment, and make your experience worthwhile!

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Summer Serve and Learn: Malaria Prevention

Malaria is caused by a parasite called Plasmodium and is transmitted through the bites of infected mosquitoes.  Once in the human body, the parasites multiply in the liver, and then infect red blood cells.  Symptoms include fever, headache, and vomiting, and usually appear between 10 and 15 days after the mosquito bite. If not treated, malaria can quickly become life-threatening by disrupting the blood supply to vital organs.¹

GHEI’s fourth and final session of Summer Serve and Learn, now well under way, works to address this problem by focussing on malaria prevention.  This session began with a series of data collection training modules that addressed best practices in surveying, avoiding biased responses and respecting confidentiality. From there the volunteers were taught how to properly code responses for our database.

After this content-heavy training, our volunteers were keen to hit the streets (and paths) of Humjibre to begin collecting data.  They were split into two groups and accompanied by GHEI community health workers (CHWs), who served as interviewers and interpreters. The volunteers then coded the data for GHEI’s database.

In community-wide trials in several African settings, insecticide treated nets (ITNs) have been shown to reduce all-cause mortality by about 20%. Their use has repeatedly been shown to reduce severe disease and mortality due to malaria in endemic regions.¹ With this in mind, residents of Humjibre are asked if they use ITNs to prevent mosquito bites during the night and, if so, how they go about using the bednet. GHEI is trying to determine the number of families using bednets in Humjibre, examining bednet quality to ensure there are no holes, and seeing if people are using these bednets properly by tucking them under their beds to block any openings through which mosquitoes may enter.

CHWs installing bednets

Some population groups are at much higher risk of contracting malaria than others. They include people with compromised immune systems such as HIV/AIDS patients, non-immune travelers, pregnant women, and in high transmission areas, children under five years old.¹ Each interview that GHEI conducts takes these vulnerable groups into consideration through specific questions.

Interviews begin with a household questionnaire that inquires after the number of people in each household, listing individual family members and their respective ages.  From there interviewers conduct a women’s questionnaire to ask women from 18-49 years of age if they have children under the age of five, and if they are currently pregnant.  Malaria during pregnancy poses extreme health risk, and increases the chance of maternal anemia, spontaneous abortion, stillbirth, low birth weight and neonatal death.  Each year, approximately 10 000 women and 200 000 of their infants die globally as a result of malaria infection during pregnancy, and severe malarial anaemia contributes to more than half of these deaths.¹

 

If the women have children under five, GHEI interviewers then use a corresponding child questionnaire.  This questionnaire solicits information regarding the child’s overall health, including whether the child has had a fever, diarrhea and/or respiratory problems in the past two weeks and, if so, if the child has been tested for malaria.

Our fantastic volunteers and CHWs will continue their surveys of Humjibre and the surrounding communities this week.  The information gathered helps us assess the current impact of malaria, which in turn lets us respond by distributing bednets to those in need and offering instruction on how to use them effectively.  

Such a simple tool, the bednet, and yet what an impact it is already having in our GHEI communities.  Much of this success can be attributed to the tireless and patient work of our CHWs and volunteers, and we say a very big thank you to them for their hard work and great commitment. 

¹Source: World Health Organization. Malaria. http://www.who.int/topics/malaria/en/

Malaria lifecycle, courtesy of metrohealth.org

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School Latrine Recently Opened

Most people living in developed countries take reliable toilet facilities for granted, but 2.6 billion people or 39 per cent of the world’s population continue to live without access to improved sanitation (a facility that hygienically separates human excrement from human contact).  A large share of these people live in sub-Saharan Africa. 

It is within this context that GHEI and the community of Humjibre celebrate the completion last week of GHEI’s community latrine project.  A short celebration was held on Thursday, July 26, to formally open the latrine for use and hand the keys over to the teachers of Anglican Junior High School, where the latrine is located.

 

In time-honoured tradition, one of the town elders poured out a libation and prayed to the ancestors, asking them to hear his prayers and to bless the use of the new latrine.  The Chief then spoke, urging students and teachers alike to show their appreciation for what GHEI and the community has done for them by taking care of the new facility through proper use.  He also gave his guarantee that nobody outside of the school would be permitted to use the new latrine. 

 

A young female student stood by the Chief's side, holding a tray with a pair of scissors and the latrine keys.  After concluding his remarks, the Chief cut the ribbon that festooned the entrances to the four private stalls.  The elders then went in to inspect the craftsmanship of the building, followed by the teachers, and finally the curious young students themselves. 

Before this latrine was built, students had to relieve themselves in the bush some distance from the school.  In the hot summer months, the wafting stench was unbearable, impeding the learning process.  Truancy was also a problem, as students were tempted to skip out on the rest of the school day once they left school property.

Although three of the international Millennium Development Goals (MDGs) have already been met before the 2015 deadline (those related to poverty, slums and water), at the current rate of progress the MDG sanitation target will fall short by almost 1 billion people.  And even if this goal were to be met, some 1.7 billion people would still be left with inadequate access to improved sanitation facilities.  The need is particularly great in the rural part of sub-Saharan Africa, where open defecation is still commonly practised.  GHEI's latrine project will go a long way to help address this need in the community of Humjibre.  GHEI would like to thank ChooseAneed for their assistance in the construction of this new latrine, as well as the Chief and elders of Humjibre for their ongoing support.

Source:

Report of the WHO/UNICEF Joint Monitoring Programme on Water Supply and Sanitation, "Progress on Sanitation and Drinking-Water–2010 Update"

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Football Fever

The “Kickin it in Ghana” Summer Serve and Learn session culminated in a sensational two-day football tournament, held this past weekend. Local footballers take this annual tournament so seriously that apparently the various teams camp out in the bush to discuss their strategies in private, away from any eavesdroppers and potential spies!  Some players even go as far as requesting special blessings from their pastors, to ensure they bring their A-game to the tournament. This was GHEI’s second annual football tournament, and it was a popular attraction for Humjibre residents. A great crowd turned up, lining the field's perimeter with a solid wall of spectators. 

AC Milan takes a free kick against Barcelona

The first day of the tournament had the four teams, each named after a professional European club, face off against each other in an intense display of football prowess. Teams AC Milan, Chelsea, Golden Stars and Barcelona all showed amazing athleticism, with passions running high.  Since each team was scheduled to play three games that day, matches were limited to twenty-minute halves, so as not to exhaust the athletes.

Clouds of dust had little time to settle as the players chased the ball frantically. The teams played fiercely, with many players knocked to the ground as they scrambled for possession of the ball.  One unfortunate player lost his footing in a quick melee for the ball, tripping face first out of bounds. Hopping back up, he displayed a nasty-looking cut on his left cheekbone that certainly merited a few stitches.  After our volunteer coordinator cleaned and bandaged the wound this intrepid footballer was right back in the game. No pain, no gain!

The DJ blasted ‘Hip Life’ tunes at every goal scored, and the crowd danced and cheered with excitement.  Although all teams displayed remarkable ability, AC Milan and Chelsea were clearly the dominant forces on the pitch, and both earned their spot in the championship game, held the following day.

Day 2

To kick off the second day of the annual football tournament, GHEI staff played in a friendly match against World Eleven, a local men’s team.  Despite a marked difference in footwork skills between GHEI’s local and Western staff, we played well, but still lost 4‒2.  This match momentarily broke the tension of the competition, and the villagers seemed to enjoy watching GHEI get involved in the fun.

Next was the match between the two girls teams: Anglican Junior High School versus Christ Redeemer Junior High School.  To mark this special occasion and to show their support, the Chief of Humjibre and his council of elders made an opening statement before the match.  Next, both teams sang the tournament’s theme song: original lyrics to the tune of the World Cup Theme Song 'Waka Waka.'

Anglican defends against Christ Redeemer

“Humjibre, hey-hey

Football, Football, hey-hey,

Teamwork, Respect and Lots of Fun

This Time for Humjibre!

Humjibre, hey-hey

Football, Football hey-hey,

Passing, Scoring, Celebrating

This Time for Humjibre!”

The Chief then made a symbolic opening kickoff, and the game was on!  These young women played with the same determination as their male counterparts, and it was clear to anyone watching why a Humjibre local had made it to Ghana’s national women’s football team.  Anglican scored a goal towards the end of the first half and fought hard to keep their lead to the end of the match.

Chelsea

Finals

The crowd stirred as they waited patiently for the main event.  Just as people were becoming restless, out came Chelsea, running in troop and singing their club song while waving their banner with pride.  AC Milan waited a few moments for dramatic effect before slowly parading onto the field hand-in-hand with their young supporters, forming a huddle for a moment of prayer.

AC Milan and their young supporters

  

The game started in a surge of energy and the ball shot back and forth, switching from end to end so often that it wasn’t clear which team would prevail. Tension rose steadily as the fans awaited a goal, the crowd reacting boisterously to missed shots on net.  Eventually the half-time whistle was blown, with the teams still tied nil‒nil. 

Both teams returned from their half-time pep talks with a bounce in their steps, determined to dominate their opponents and finally put one by the goaltender. In yet another tussle for the ball, a foul was called on AC Milan, giving a penalty kick to Chelsea.  This opportunity was not squandered, and the Chelsea striker rocketed a shot into the top corner of AC Milan’s goal.  The fans went wild, many of them running onto the field to celebrate the well-executed shot.  AC Milan players grimaced in disgust, many of them contesting the call and questioning the referee’s impartiality.

Not long after, an AC Milan midfielder reciprocated with a swift shot past Chelsea’s goalie to tie the score.  The scorer flung his shirt off in triumph, running down the field with arms outstretched.  The game then played out much like the first half; a tied game with quick turnovers of possession.  Players made incredible vertical leaps for attempted headers, and the teams somehow maintained the same frenzied energy level as in the first half.

Finally, just as it seemed the match would carry on into overtime, an especially speedy Chelsea player sent the ball sailing through the air, where it hovered in limbo for a fraction of a second before flying through the goal posts.

Escobar in action

Chelsea team members and fans alike launched into jubilant hysterics, racing around the field and hollering in elation.  The scoring player did a quick victory dance before having his cleats polished in veneration by a teammate. The game resumed after excited fans were cleared from the field.  AC Milan had clearly lost morale and couldn’t get another shot in.  As the final whistle was blown half the crowd rushed onto the field to congratulate their champions.

‘Escobar,’ the player who had scored the game-winning shot, was quickly hoisted into the air in adoration.  After some well-earned celebrations, the teams were called over to the administrators’ tent to receive their prizes.  Top players were distinguished with medals and jerseys, and both the Anglican girls team and Chelsea received trophies.  Chelsea’s captain lifted the trophy to the sky, to the delight of his squad, and the group bolted off in a victory lap, singing their club’s song at the top of their lungs.

Many thanks to all those who made the competition possible, including our fantastic volunteers, dedicated staff and of course Humjibre’s formidable footballers.  Until next year!

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