GHEI Celebrates 10 Years

On Tuesday, GHEI celebrated its 10th anniversary as an officially registered NGO in Ghana. GHEI began in 2001 when Diana Rickard, then a medical student in the U.S., partnered with Humjibre’s then assemblyman, Clement Donkor, to lead a new community organization. Now, with more than a decade of experience in our communities, GHEI has consistently demonstrated a commitment to local sustainable development.

Ghana Health and Education Initiative was created with the mission of building local capacity, and providing necessary resources and support to enable communities in Humjibre’s district to improve their children’s health, learning success and opportunities. While our mission and values have stayed the same, GHEI’s interventions have changed. Part of our success comes from the fact that our programs are constantly evolving; allowing us to focus on best meeting the changing needs of the community.

We believe in long-term investment and empowering local individuals: both the beneficiaries of our programs, and the staff who lead them. The vast majority of our staff is from the communities where we work. They understand the context - what the communities’ needs are and how to work successfully within the local culture. Their leadership and ability to transfer their skills to others means that eventually these communities will be self-sufficient in leading development.

For GHEI’s family of staff, the day was a cause for celebration. Each of our full-time staff members proudly contributed to a group donation: giving back to the organization. To include the community, we made two public announcements informing everybody of the milestone, the programs GHEI offers, and of course, thanking everyone for their support. There was a celebratory football match in the afternoon. 

The match was against a local team of young men, World 11. An eclectic bunch of full-time staff, volunteer teachers, community health workers and some of our eldest YEP students came together to round out the GHEI team. While it was not a group that practices, teachers and students played side-by-side and GHEI easily came together to work as a strong team. After a tough match, the game ended in a draw 2-2. 

Afterwards, we moved to the Lovers’ Inn for speeches and a commemorative drink. At this point, all of GHEI was present: current (and some past) full-time staff, volunteer teachers and community health workers. The Humjibre Chief and Queen Mother, and Soroano Chief even joined us. Clement began by thanking everyone for the sacrifices they had made for the organization, and their support over the years. 

One of our largest supporters, Humjibre Chief Nana Kwadwo Twum II, spoke next. He stated that prior to GHEI’s existence, people in Humjibre were not interested in education in the way that they are now. English was not spoken as much, and students did not aspire to go to university. He acknowledged the amount of opportunity that GHEI has brought to the community, and closed by explaining that “when you wake up and hear the morning announcements, the cockerels and the early sounds of the village, it will be the whole community thanking GHEI for its’ efforts.”  

Others in the community have echoed the Chief’s statements about behavioral change. They have observed a heightened interest in development and more people voluntarily taking steps to increase their own levels of health and education. Since GHEI’s establishment in Humjibre, long-term benefits are apparent; and they are not only coming directly from our programs, but also a community-led change in culture. This is the definition of sustainable development.

When I asked Clement about the meaning of this anniversary, he told me “They say that there is a certain river in Africa, that no matter how full it is, it can always grow.” GHEI has made great progress over the years, but for now, there is still much more for us to do. 

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Early Childhood Literacy at GHEI

Visiting an ECL classroom is an exciting and inspiring experience. The students have boundless energy, and three days a week, their teachers, Saga and Felicity, match them. On these days, Early Childhood Literacy classes can be clearly heard throughout the GHEI compound.

Students often arrive one or two hours early to run in circles, play well-strategized games of Connect Four, and build with play dough and blocks while they wait for class to begin. Lessons start with Daily Routines. Our two ECL teachers enthusiastically lead their classes through a recitation stating the day of the week, the date, current weather, and each student’s emotion. The students use rhythm and repetition to learn patterns and anticipate their teachers’ questions; shouting their answers in unison. The teachers are animated: acting everything out as they express it and in turn, the students are engaged. They are focused, but smiling and laughing the whole time. When one of their teachers steps back, the students take turns happily leading the class and clapping for each other when they get the right answer.

They speak loudly and build confidence working in English. The walls are covered with a mix of printed and hand-drawn posters that illustrate a large portion of the ECL curriculum. Students reference the posters throughout class as they work to increase their vocabularies and fluency.

The typical Early Childhood Literacy student is a younger sibling who either has not shown much promise in school, has some learning disability or is simply hyperactive. Most ECL students are seven, eight, or nine years old and at a critical stage where children develop at vastly different rates and all need to be nurtured and given the opportunity to grow. The students chosen for ECL have often already been labeled as poor investments; beginning a pattern of neglect from parents and teachers that compounds and becomes increasingly detrimental over time.

When GHEI tried to hold a meeting for parents of new students at the beginning of the year, only one parent bothered to show up.

ECL classes give students individualized attention, positive encouragement and allow them to actively participate in class while building their creativity and critical thinking skills. As part of GHEI’s female education and empowerment initiative, 60% girls and 40% boys are recruited for the program.

Using a culturally-adapted version of the Wilson Fundations phonics-based curriculum, classes focus on building literacy skills and incorporate purposeful play, songs, poems and time for individual reading and writing. The students thrive in a small classroom setting with ample books and school supplies.

To help monitor the program, GHEI measures students’ performance by organizing end of term exams and conducts baseline, midterm and final Early Grade Reading Assessments. Students’ exam scores improve and in the course of a year, many go from learning the alphabet to reading narrative passages and answering basic comprehension questions.

The program has been commended by local school teachers. They have written GHEI to report that students who were once falling behind are now shining as leaders in the classroom. With the help of ECL, initially poorly performing students have the opportunity to catch up with their peers and gain the attention and encouragement they deserve.

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Volunteer Reflections: Michael J. Kacka

The following is a guest post written by one of our 2013 Malaria Prevention Summer Serve and Learn volunteers, Michael J. Kacka. Michael will be returning to Humjibre in 2014 to lead two of our volunteer programs as a Volunteer Coordinator.

Mankind walked on the moon in 1969. It must have seemed like it would be impossible to someone in the 1960’s. Being in 2013 looking back, it seems impossible that it happened because we do not see that kind of thing anymore. Something has happened to our ability to use big ideas and technology to do big things. [Check out the TED Talk below for more on that.] That is why Bill Gates has become such a big hero to me. He is an optimist about solving the big problems of today, not by blindly hoping it will happen, but by putting the best minds on the case and figuring out solutions. We can collect data, mobilize affected communities, evaluate processes, and little by little solve problems like global poverty, AIDS, tuberculosis, and malaria completely and in our lifetimes. 



Volunteering with GHEI was my first opportunity to work on a global problem like malaria. The experience was incredibly fun, but it certainly was not glamorous. Two years ago, GHEI distributed the bednets in the community [known as long-lasting insecticide treated nets (LLINs)]. Our role was to facilitate as local community health workers conducted surveys on the care and condition of those nets. We then coded the data on the surveys for entry into an excel program. That is when the real fun began! Double entering all that data in excel was a tedious task that encompassed most of our evenings. I was fortunate to be out there with such an incredible group of people that the work, which should have been horrifically boring, was actually entertaining.

My experiences in Ghana were a moving, emotional experience for me. I have told many people about one particularly transcendent moment running around with the local kids on their soccer field at night while it poured rain on us. That was certainly incredible, but I am fortunate that I can find the Zen in a stack of data. The heart of any good public health program is evaluation. It is that kind of data that saves lives and ends suffering. It may sound like I am overstating it, but it is not just the data itself. It is how it came to be. It is how a community was mobilized to address a deadly problem. Our role was very small in comparison. We just help keep the momentum going until malaria is a distant memory in Humjibre. 

2013 Malaria Prevention Summer Serve and Learn volunteers and some neighborhood children

The process of getting to the moon wasn’t always exciting, as anyone who has sat through all 17 hours (approximately) of The Right Stuff can attest, and the answers to these problems will not be an eureka moment in a laboratory. They will entail getting these communities organized so they realize what resources they have to work toward a solution, and of course doing the work - collecting the data, combing through stacks of surveys, and drawing conclusions about what works and does not. It would be nice to always have the perfect solution, but even when using best practices (something that GHEI clearly makes a priority) the methods must be adjusted to fit the population and situation. Eliminating these big problems like global poverty and malaria will be a long process, but because there are people and organizations out there doing this type of work, it is actually reasonable to believe these issues will be solved in our lifetimes.

Check out Jason Pontin's TED Talk – Can technology solve our big problems?

Visit our website to learn more about our 2014 volunteer programs or apply.

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World AIDS Day Two Ways

GHEI’s three regularly held health outreach programs are each well attended. However, people don’t get excited about World Malaria Day or Global Handwashing Day in the way that they do about World AIDS Day. HIV/AIDS prevention is an important subject that people want to learn about, but many are not comfortable seeking the information on their own. When we make it openly available, we get a very positive response.

According to the 2007 UN AIDS report, the prevalence of HIV in Ghana is around 1.9%. However, due to the influx of laborers working in nearby mines, it is known to be significantly higher in our area. GHEI’s Sexual and Reproductive Health program works to address this need, and the centerpiece of the program is our annual World AIDS Day celebration. On all other days of the year, we rely on GHEI-trained pharmacists, bar owners, and other individuals throughout the community who have volunteered to confidentially sell GHEI-subsidized condoms.

World AIDS Day Humjibre

After introductions, the evening began with Bethel Health Builders organisation in partnership with HEARD and RATN's educational video “Understanding HIV Testing” (see below). After each scene, we paused the video and allowed Aggie to translate and offer an explanation in Sefwi. Next, the health team played a short, but engaging film relating to common social situations, and how they can potentially lead to risky behavior. 



Afterwards, the real fun began. Francis and Mensah walked onto the stage and carefully demonstrated how to properly put a condom onto a carved wooden penis. Regardless of anybody’s maturity, watching Francis and Mensah work together on this task was hilarious. The whole crowd was laughing and cheering throughout the process. When they finished, Aggie and Abby stepped up to introduce the more foreign and apparently quite surprising, female condom. 

Finally, the health team closed with the part everyone had really been waiting for. To keep people from feeling shy, staff members dispersed to dark areas in town to distribute free condoms to anybody who approached them. GHEI’s once-a-year free condom distribution is an extremely popular event in Humjibre, and people rushed to the distributors, eager to collect.

World AIDS Day Soroano

We planned to do the same program the next evening. However, it rained for two days, and we found ourselves standing in a storeroom in Soroano, plotting our next move. At that point, the total attendance at World AIDS Day Soroano was going to be eleven: GHEI staff and program support personnel. 

Hiding from the rain in Soroano

I accompanied Abby, Aggie and Mensah to the public announcement broadcast station. If you’ve never been in a village in our area of Ghana, many have Big Brother-esque speaker and announcement systems, where anybody can pay to speak into a microphone and their voice is essentially inescapable within the village. Aggie began the program. For somebody who had had zero preparation for presenting in this setting, her performance was astounding. She was confident and self-assured as she introduced GHEI, World AIDS Day and the importance of HIV/AIDS awareness.

Meanwhile, Abby pulled her computer out and started playing the educational video from the previous night. As Aggie watched, she translated and explained the video to Soroano’s captive audience. Afterwards, emcee Mensah took the microphone and began the next segment of Soroano’s impromptu educational outreach program. 

He invited audience members to come ask questions on the air and announced that GHEI would be simultaneously distributing free condoms from a few separate locations in Soroano. The rain had subsided and as Mensah encouraged people to step out of their homes, Aggie and Abby hustled back to the storeroom to send staff members and boxes of condoms to the stated locations.

They made it just in time. Groups of people began arriving ready with questions and to collect from the distribution. 

***

While these ended up being two distinct programs, both were popular with their audiences and effective in getting our point across. In Soroano, we likely reached a different, but potentially larger group than we planned to. This occasion was an inspiring example of GHEI’s flexibility, ingenuity, dedication to our cause and ability to accommodate unforeseen events. To the health team that pulled it off, Bravo!

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Letters from the Community: Giving Thanks

At GHEI, we are incredibly thankful for all of the support we receive. However, only hearing “thanks” from us is far from the full story. We are blessed to have strong ties to our communities. We interact with community members every day and we work with local leaders to offer the programs that people here really need.

GHEI staff members are often approached and thanked for the work that we do. Sometimes this comes in the form of letters that start with phrases like “The Head master and the entire teaching staff of the newly established Humjibre D/A J.H.S. wish to thank GHEI….” and “On behalf of the staff and the entire pupils of [Humjibre Anglican Primary] school, I wish to express my sincere thanks to you and your staff….” We pass these letters around the office with pride. Now, we want to share some of them with you. 

Retreat and the AGM

The only office of Ghana Health and Educative Initiative is at the GHEI compound in Humjibre, Western, Ghana. We take pride in the fact that all of our operations are based in and intended for the local community. However, GHEI is well supported by staff and volunteers worldwide. Once a year, our Executive Director, Diana Rickard, and a few others travel to join the Humjibre staff for the GHEI Annual Leadership Retreat. 

GHEI staff Knowledge Race at Lagoon Lodge

This year, Diana was accompanied by Lara Sisel, who spent a year in Humjibre contributing to GHEI’s founding in 2004, and GHEI’s two UCLA Medical Scholars, Sarah Gustafson and Emily Huang. Their presence offered a deeply-rooted perspective, helping to lead GHEI moving forward.

The retreat took place at the Lagoon Lodge in the scenic coastal town of Winneba. With its delicious food and lack of distractions, the lodge was a wonderful setting. The staff came together and discussed their efforts throughout the year: accounting for successes and facing challenges.

In the weeks beforehand, everyone had been extremely busy preparing presentations, discussions and new proposals. Just like with other GHEI programs, when retreat began, the hardest part was over and the event went smoothly.

After a surprisingly popular teambuilding exercise, we had a group presentation updating everyone on our general programs. Each staff member was given the opportunity to present, and some even took advantage of all the magnificent textures and gradients that PowerPoint has to offer. Everyone spoke comfortably and confidently, setting the tone for conversations that engaged the whole staff throughout the next few days.

The final afternoon brought some much appreciated free time to explore Winneba and enjoy the beach. The staff was exhausted, but refreshed, bonded, and motivated with a new sense of purpose. Decisions had been made, and GHEI was set with a guide for the next year.

Clement introducing our international guests at the AGM.
From left to right: Diana Rickard, Lara Sisel, Sarah Gustafson, Emily Huang

Afterwards, everyone traveled back to Humjibre for the GHEI Annual General Meeting. The Community Center was packed for the event with more than 500 people. The staff breezed through a well-practiced presentation of GHEI’s programs, then opened the floor for questions. Many people spoke up with inquiries and concerns. Even the Chief of Humjibre, Nana Kwadwo Twum II, spoke in support of GHEI: sharing his experience working with us and coming to understand the reasoning guiding GHEI’s priorities. 


Early the next morning it was time to say farewell to Diana, Sarah, Emily and Lara. With a renewed vision and strengthened plans we returned to our normal routine after a busy few weeks.

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The Power of Education

The following is a guest post written by our literacy intern this summer, Dan Doverspike. Dan spent two weeks in Humjibre assisting in the planning and implementation of the 2nd Annual Quiz Competition and Soroano Book Box Project (Part 1, Part 2). Dan also wrote a personal blog on his time in Humjibre, which you can access here.

I had two main purposes while in Ghana: the first was to help GHEI in any way possible and the second was to learn as much as possible. But, I knew I wanted to make a lasting difference during my short time in Ghana. Before I ever stepped foot in Ghana I had thought about how to best make a lasting difference in such a short period of time. Once I arrived in Ghana, specifically in Humjibre, I had conversations with a variety of people as to how I could best achieve this goal.

The answers I received varied. I heard that just by being there makes a difference. I heard that by working with GHEI achieve its goals makes a difference. I heard that by simply playing with children on a day-to-day basis makes a big enough difference because it is unlikely the children receive that attention and interaction elsewhere. I heard that my knowledge of education and different teaching strategies makes a difference. Even after doing all of the above, I still hadn’t thought that my contributions in Humjibre would be everlasting.

In fact, I still don’t think my presence in Humjibre is everlasting. However, I do know that I found my purpose in being there, in GHEI’s presence in the community, and in education. See, although I am a teacher, I was oftentimes conflicted while in Humjibre because who are we to encourage a community to learn about education and health if they can be happy without our presence? Before going to Humjibre, it was important to me that there was a local, in-country staff that was comprised of community members. I never wanted to be part of a crew of white people in a foreign land trying to sell a product, whether that product was education, religion, or lip balm.

I’m a purpose-driven person. I need a purpose to be motivated and invested. By finding this purpose, I can continue to work towards making an everlasting difference in Humjibre and elsewhere. By working with GHEI, I was able to work with many children who were hungry to learn. These children have dreams. And they needed (and still need) avenues to reach these dreams.

This is the true power of education. This is GHEI’s purpose and this is my purpose. I want to help all people obtain access to a quality education. Education is the one thing in life that can help people achieve their dreams. True, sports do that for some. True, music does that for others. There are other avenues to achieve your dreams. But for the overwhelming majority of people, education is a necessity in order to achieve dreams. With an education, you have hope. Without hope, what is there to live for?

Remember: It doesn’t always matter what dreams you chase in life, what matters is that you have the chance to dream.

GHEI is now accepting applications for our 2014 Summer Serve and Learn volunteer programs. Check out our website www.ghei.org/volunteers to learn more and don't forget to help spread the word!

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Focus on Learning: GHEI Reading Club

Ten minutes early. I was shocked the first time I walked into the classroom where reading club meets. A dozen students were already present. They had pushed the desks together into a big table and were all sitting down, focused on their books or finishing up some bit of homework. In Ghana, where things never really start when you expect them to, this was incredible.

GHEI’s youth reading club meets twice a week, is open to any junior high school students in the community and is advised by our library administrator, Lawrence Donkor. Normally, the group focuses on Junior African Writers’ Series books, but lately they have been experimenting with different titles. The students just finished E.B. White’s Stuart Little, and prior to that, particularly enjoyed working through Buchi Emecheta’s The Joys of Motherhood. White was a significant departure from the norm for the group. His rhymes and playful use of vocabulary created a fun challenge by forcing students to actively think about pronunciations and creative word usage.

Each student shares a book with a partner and they take turns reading a few paragraphs out loud to the group. They are focused; almost every one of them diligently reads along, pushing their fingers under each line even when it is not their turn. Many bring pens and notebooks and occasionally reach to add to their list of new words to learn. Slower readers are not met with ridicule or derision, but patience and soft prompts of support as they stumble through their section.

After working through a couple of chapters, the group transitions to a discussion. They start by focusing on less familiar vocabulary. Often, one student will venture a guess while others race to see who can look it up first in one of the three dictionaries they bring to each meeting. Lawrence then leads the discussion to summarize the chapters and challenges the students to think critically about what they read.

The thing about reading club is that there are no bribes or incentives offered to coerce students to come. They come purely because they want a space to practice reading, engage in conversations about books and become stronger learners. Lawrence encourages them throughout their meetings and often closes with advice, reminding the students of truths like: “Nobody is born already able to read. So practice and don’t be too shy to ask questions and slowly you will learn.”

The issue now is that these students will soon run out of books. Take a moment to think. Do you know any teachers or school administrators who may have a classroom set that they can part with? Our students are happy to share. We can take as few as ten copies and GHEI will use these books both for our reading club and YEP English classes. If you are interested in donating, please contact communications@ghei.org. 

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Soap and Water: Global Handwashing Day 2013

Global Handwashing Day is one of the most anticipated events on the GHEI calendar. Every year, GHD is comprised of short educational outreach programs at every school, marked by smiling youngsters singing about washing their hands. While these may seem insignificant, GHD actually serves a very serious purpose: explaining the benefits of and promoting the consistent practice of handwashing with soap.

Handwashing with soap is the most effective and inexpensive way to prevent communicable diseases like diarrhea and pneumonia.[1] Children suffer disproportionately from these diseases. According to the most recent yearly measurement in Ghana, diarrhea and pneumonia led to seven and 13% of deaths in children under five, respectively.[2] Handwashing not only means healthier children, it also translates to more time in the classroom. Research shows that handwashing with soap at the three critical times can reduce school absenteeism by 42%, allowing children to do better in school and promoting their continued education.[3]

The goal of our Handwashing with Soap program is to create a targeted change starting with a single group. Children are open to new ideas, and are powerful agents in spreading them to their families and larger community. We focus on handwashing at the three critical times: after using the toilet, before preparing food, and before eating to offer a manageable change when handwashing is most important.

In all nations - not just developing countries - rates of handwashing with soap at critical times range from zero to 34%.[4] Even in places like Ghana, low rates of handwashing with soap are rarely caused by a lack of suitable soap and water. People have access to these things, but neglect to use them. Our program works to go beyond education to changing behavior and encouraging people to form new habits. To do this, we make facilities accessible in schools and employ social pressure to persuade people to use them. Once handwashing behavior has been adopted, it sticks.

Wireko Memorial students practicing handwashing technique

For Global Handwashing Day, our health team led community education outreach programs at eight local schools and preformed a live radio broadcast for everybody in the district to hear. Since the true GHD, October 15th, also happened to be a public holiday in Ghana, the first day of Eid al-Adha, we ran our celebrations on the 14th and 16th.

Our first school outreach program was at Anglican Primary school. Aggie began by introducing the school’s handwashing monitors, student representatives chosen from each school as the first line of defense in maintaining their handwashing with soap program. Next, the students were led in singing the handwashing song “Soap and Water” in both English and Twi (scroll down to watch our community health workers singing below). While singing, the students mimed washing their hands and used the length of the song to ensure a thorough scrub. Following the song, two boys and two girls were chosen to demonstrate proper handwashing technique and Mensah began the educational component by asking the students “What are the critical times to wash your hands?” A bunch of eager students raised their hands, and the first one he called on answered correctly. Finally, the program ended with the presentation of a new supply of soap, educational handwashing posters and for Anglican Primary, an award for having the best handwashing record during surprise visits throughout the year. The headmaster was beaming as he accepted the award and then led the students in an excited encore of the handwashing song.


After Anglican Primary, the team moved on to do similar presentations at Anglican JHS and Wireko Memorial Primary on Monday, and Kojina Primary, Muoho Primary, Muoho JHS, and DC Primary and JHS on Wednesday. In total, more than 1,600 students attended our programs, with an average of 86% of each school’s total enrollment present at each.

For the first time in several years, the GHEI health team, our CHWs, and two brave handwashing monitors hosted a Twi language live radio broadcast celebrating GHD on a local station. After introductions, they performed the drama “Wash Your Hands with Clean Water and Soap to Stay Healthy,” sang the famous GHEI handwashing song, and led a short education section on the critical times for handwashing with soap and its importance. The group was well-prepared; rarely having to consult their scripts as they moved through the program. The show was about twenty minutes long. Click to watch a short segment of it below.

Back in the van, everybody was excited about the performance. Even after hosting school programs all day and a radio show, they elected to sing the handwashing song a couple more times through. The team returned home feeling victorious.

CHWs and Handwashing Monitors at Unique FM

Over the three days in Humjibre, people were talking about tuning in to hear the radio broadcast, Aggie singing “Soap and Water” on the Humjibre morning announcements and the GHEI team coming to each of the schools. We succeeded in not just disseminating information on the benefits of handwashing with soap, but in creating a catalyst for community-wide behavioral change. By educating and fostering energy and enthusiasm around the simple practice of handwashing with soap, GHEI can help improve the health and education of the community.


[1] Why Handwashing? The Global Public-Private Partnership for Handwashing, accessed September 30, 2013, http://globalhandwashing.org/why.
[2] Robert E. Black et al., “Global, regional, and national causes of child mortality in 2008,” The Lancet 375 (2010): 9730, accessed September 30, 2013, doi: 10.1016/S0140-6736(10)60549-1.
[3] A Bowen et al. “A cluster-randomized controlled trial evaluating the effect of a handwashing-promotion program in Chinese primary schools.” The American Center of Tropical Medicine and Hygiene 6 (2007): 76, accessed 30 September, 2013, http://www.ncbi.nlm.nih.gov/pubmed/17556631.   
[4] Why Handwashing?

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International Day of the Girl Child

Tomorrow is International Day of the Girl Child. Established just a few years ago, this day was created to recognize girls’ rights and bring attention the unique challenges they face. Girls worldwide lack access to education and investment in their well-being, meaningful participation in decisions that affect them and suffer from the cycle of discrimination and violence.[1] One of these issues that we work with here in Humjibre is the basic right that all children have to go to school.

Educating females is a key step in development and considered to be one of the most successful paths for communities out of poverty. According to the United Nations, there is:

“…overwhelming evidence that girls’ education, especially at the secondary level, is a powerful transformative force for societies and girls themselves: it is the one consistent positive determinant of practically every desired development outcome, from reductions in mortality and fertility, to poverty reduction and equitable growth, to social norm change and democratization.”[2]

Even at the household level, educated women are able to their use skills and knowledge to make informed decisions and take authority, helping to ensure the health and education of their children, the next generation.

When Ghana made primary education universal in 2005, it led to an immediate substantial increase in enrollment- especially among females, helping to narrow the gender gap.[3] However, families still focus on their sons and there are fewer girls than boys in schools, particularly at the secondary and tertiary levels. Currently, there are about two girls for every three boys in senior high schools in Ghana. In rural areas like Humjibre, that ratio is worse.[4] Rural Ghanaian girls are not just slighted in the chance to go to school, they are also given less educational enrichment at home. Those females who are in school may be more negatively impacted by teachers’ strikes than their male peers because they are more reliant on teachers for their education. The endemic problem of girl children being relatively deprived of attention means that girls are less likely to be in school, and more likely to have a greater need for it.

There are several barriers that keep girls from attending school, make them more likely to drop out, and can lead to low educational outcomes for those who are able to complete their schooling. To begin with, educating girls in Ghana and many other developing countries is seen as an economic burden. It is believed that not just are girls more useful helping the family, but that educating them is a bad investment. Some argue that if a girl does not become pregnant while she is in school, she will eventually begin bearing children and will have no need for an education.

With this path set before girls, it is no surprise that they are minded less by their parents and teachers, receive less encouragement than their brothers, and are given more chores around the house that keep them from studying and even attending school. Girls are intimidated in the classroom, and taught to be quiet and set low aspirations. All girls are affected by these norms which keep them from fully, confidently participating in school.

However, with a joined global effort, barriers are being broken and negative views are changing. There are more girls in school in Ghana than ever before and there are plenty of family and community members, and initiatives from the government and NGOs like our own that work to support girls’ education.[5]

Supporting girls allows them to stay in school, achieve better educational outcomes, and become role models for younger girls. GHEI requires that at least 60% of the students in our Early Childhood Literacy program, Youth Education Program and Scholarship program are female. Beyond this requirement, we offer intentional spaces for young women to come together such as Ladies’ Night at the Tutoring Center and our two-week Girls’ Empowerment camp for Form 3 JHS girls during the summer. We believe strongly that every girl has the right to an education. GHEI works with girls to help and encourage them to reach their goals, and with the community to demonstrate they are in fact, worth it.

---

[1] United Nations, International Day of the Girl Child, http://www.un.org/en/events/girlchild/ (9 October 2013). 

[2] United Nations, Day of the Girl. 
[3] UNGEI, United Nations Girls’ Education Initiative, http://www.ungei.org/ (9 October 2013). 
[4] Camfed Ghana, “What Works in Girls’ Education in Ghana: A critical review of the Ghanaian and international literature.” January 2012.

[5] UNICEF, International Day of the Girl Child, http://www.unicef.org/gender/gender_66021.html (9 October 2013).

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