Children at Play

Recess is in full swing at Anglican Primary School in Humjibre, and the girls playing "ampe" have picked up the pace. The leader sets the rhythm, jumping on the beat and clapping. On the third beat she suddenly sticks out a leg, which must be matched by the follower. This game, called "ampe," is hugely popular among girls in Humjibre. It resembles a full-body, dancing version of rock‒paper‒scissors, or a game of odds and evens. One partner wins a point if both of them stick out the same leg, while the other gets a point if their legs mirror one another. The game speeds up again, and the follower has to guess which leg the leader will stick out. It’s impressive how synced their rhythms become, and it's clear the game requires, and builds, a great sense of rhythm and timing.

It should come as no surprise that play is crucial to children’s overall development, and it helps fulfil many of their needs. Any teacher or parent can tell you how much energy young kids can have, and play is not only an outlet for this seemingly endless energy, but is also a way for children to learn by using all of their senses.

In her book, “A Running Start”, Rae Pica describes how children retain more information the more senses they use in their play-time. Free play helps to develop children’s ability to communicate with one another by expanding their language skills and encouraging cooperation. It enables them to express themselves to their peers and, in turn, to establish their own sense of self in relation to others.

Play gives kids the chance to release their anxiety while learning how to deal with stress. It is also a way for children to develop their cognitive abilities in a hands-on way, honing the sensorimotor skills that they will use for a variety of purposes throughout their lives.


Playing outdoors gives children the opportunity to burn off some of that excess energy, and at the same time also exposes them to the world around them. Outdoor play encourages kids to engage with their environment, which in turn piques their curiosity about the world that surrounds them.

The girls here also really enjoy playing jump rope, with two girls swinging the rope while participants line up for their turn. The girls often set up more than one jump rope station, and it seems to be based on difficulty level, with the smaller children jumping at an easier pace and the older girls skipping competitively at a feverish rate. Although this game is female dominated, some small boys are eager to line up for their turn as well.

Meanwhile, most boys have thrown themselves into a boisterous football (soccer) match, and can be seen racing around after the ball in large groups throughout their whole recess times. Two sticks held up with piles of stones serve as their goals, and it appears that no number of players is too many. Thirty lads can be playing in one game and several pick-up matches take place around the schoolyard at once. The girls don't seemed to be prevented from playing with the boys.  They are just more interested in their own games.

Some of the small boys fold paper into tiny pistols, making the accompanying sound effects in their shootouts. Since Christmas these pistols have been upgraded to 8-shooter cap guns, and I have been victimized several times in mock gangland shootings. Both boys and girls are seen running around, engaged in imaginative role playing games together, waving sticks around as swords and magical wands. It’s hard to tell what characters they assume in their games, but like most kids they're probably playing their favourite heroes from their story books and what television and movies they have seen.

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Sources:

Hendrick, J. and P. Weissman. 2006. Purposes of Play. pp. 50-54 in The Whole Child: Development Education for the Early Years and Early Childhood Settings and Approaches. Pearson Education Inc. http://www.education.com/reference/article/purposes-play/?page=4


Krywko, Krystyann. 2008. The Purpose of Play. Early Childhood News
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=743


Pica, Rae. 2006. A Running Start: How Play, Physical Activity and Free Time Create a Successful Child. Marlow and Company: New York.

Education in Ghana - Who Pays?

In the lead-up to Ghana's national elections on December 7, much of the political debate among the candidates focussed on education. But no matter which national party Ghanaians endorse, it would be a rare person who doesn't agree that comprehensive education of children and youth is key to Ghana's continuing development and economic growth and the well-being of its citizens. Among other things, education helps people increase their income and overcome poverty, is a means of improving health and nutrition and reducing family size, and enhances people's dignity, sense of self worth, confidence, and hope for the future.

Since Ghana gained independence in 1957, the Government of Ghana has officially regarded education as a fundamental human right. The 1961 Education Act states that "every child who has attained the school going age as determined by the Minister shall attend a course of instruction as laid down by the Minister in a school recognised for the purpose by the Minister" (Ghana Legal). But who pays for this education?

Many international agreements make it clear that the state has a responsibility to provide free basic education. Article 28 of the 1989 Convention on the Rights of the Child (OHCHR) declares that "The child has a right to education, and the State's duty is to ensure that primary education is free and compulsory, to encourage different forms of secondary education accessible to every child and to make higher education available to all on the basis of capacity." The second Millennium Development Goal, to achieve universal primary education, aims to "ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling" (UN), implying that this schooling is not financially prohibitive for anyone. Education for All, an international initiative supported by national governments, civil society groups, and development agencies, has as one of its six goals to "Ensure that by 2015 all children, particularly girls, those in difficult circumstances, and those belonging to ethnic minorities, have access to and complete, free and compulsory primary education of good quality" (The World Bank, Education).

The 1992 Republican Constitution of Ghana committed Ghana to the principle of free universal basic education and gave this commitment some substance by establishing a time-frame. Article 38(2) of the Constitution states that "The Government shall within two years after Parliament first meets after coming into force of this Constitution draw up a program for the implementation within the following ten years for the provision of a free, compulsory universal basic education. (Government of Ghana 1992).

The 10-year Free Compulsory Universal Basic Education Programme (FCUBE) emerged from this constitutional mandate in 1996, with the three goals of improving the quality of teaching and learning across the Ghanaian educational system, improving management efficiency, and increasing access to and sustained participation in schooling. Since then, the "Capitation Grant", which removes some of the barriers that poor families face when considering schooling for their children (mainly by eliminating primary school tuition fees), has improved school access and participation. However, many poor families still cannot afford to pay incidental school fees and buy the required school uniforms and books for their school-age children, so these children do not attend school.

High school education is not free in Ghana. Day students must pay tuition fees that run about $85 per term, while boarding students pay about $175 per term. Families that earn a dollar or two a day cannot hope to send their children to high school unless scholarships are available. Much of the recent national election debate revolved around how quickly the government of Ghana could take on the cost of secondary education. The 2012 Manifesto of the re-elected National Democratic Congress declares the party's commitment to the progressive introduction of free secondary, in compliance with the constitution (p. 20). In his October speech to launch the manifesto, President Mahama promised to accelerate the provision of free secondary education by building 200 new high schools and 10 new teacher training centres by 2016 (Frikmpong).

In 2008, the most recent year for which data are available, Ghana spent 5.7% of its GDP on education (World Bank). Compare this with 5.4% by Canada and 5.5% by the U.S. Educational spending accounted for 24.38% of Ghana's government expenditures in 2010, the highest share spent to that point, but even this amount is not enough to support universal education through to the end of secondary school.

Although the country is richly endowed with natural resources such as gold, timber, industrial diamonds, bauxite, and fish, Ghana still relies on foreign assistance, particularly from Canada, Japan, and Germany, to fund its educational policies and programs. However, an analysis for UNESCO's recently released EFA Global Monitoring Report (October 2012) determined that Ghana was among the 17 countries that are resource-rich enough to bring an end to donor assistance. The analysis is referring in part to the fact that Ghana discovered offshore oil and gas in 2007, which went into production in 2010 and is bringing new wealth to Ghana (Pittsburg Post-Gazette). It suggests that "If revenue generated from their non-renewable natural resources were maximized and 20% of the extra resources were devoted to education", the majority of Ghana's out-of-school children and adolescents could be schooled.

It may take several years before education is free and accessible to everyone in Ghana. In the mean time, GHEI's scholarship program ensures that selected students can go on to complete their high school education. Our community library helps fill the gap in educational resources by offering textbooks, and provides a quiet place to read and study. Both our Early Childhood Literacy program and Youth Education Program (YEP) provide supplemental classes for those students who are falling behind in school, ensuring that many more children will stay in school and gain the education they need for a more prosperous and secure future. Even in practical ways, GHEI is there to help, supplying YEP students with school materials such as pens, pencils, notebooks and backpacks to equip them in the learning process.


Ghana is a leader in education among African nations, but there is still much to accomplish on the road to free and equitable education for all children and youth. GHEI is working very hard in its educational programming to ensure that Humjibre's children and youth have every opportunity to reach their educational potential and join the front ranks of Ghana's developing work force and leadership.

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Sources:

Frikmpong, Enoch Darfah. 4 October 2012. NDC Manifesto Launch: 200 New SHS, 10 Teacher Training Colleges And New University To Be Built. Modern Ghana. http://www.modernghana.com/news/421904/1/ndc-manifesto-launch-200-new-shs-10-teacher-traini.html

Ghana Legal. Ghana Laws. Education Act 1961 (Act 87).
http://ghanalegal.com/?id=3&law=23&t=ghana-laws

Government of Ghana. The Constitution of the Republic of Ghana 1992.
http://www.judicial.gov.gh/constitution

(NDC) National Democratic Congress. 2012 Manifesto. Advancing the Better Ghana Agenda. http://ndc.org.gh/index.php?option=com_content&view=article&id=231&Itemid=320

(OHCHR) Office of the United Nations High Commissioner for Human Rights. Convention on the Rights of the Child. http://www2.ohchr.org/english/law/crc.htm

Pittsburg Post-Gazette. Ghana's example: Free and fair elections choose a president. 11 Dec 2012.

The World Bank. Data. Public Spending on Education, Total (% of GDP) http://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS

The World Bank. Education for All (EFA). http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:20374062~menuPK:540090~pagePK:148956~piPK:216618~theSitePK:282386,00.html

UNESCO. EFA (Education for All) Global Monitoring Report. Youth and Skills: Putting Education to Work. October 2012. http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2012-skills/

UN. Millennium Development Goals. Education. http://www.un.org/millenniumgoals/education.shtml

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Clement's Corner

Clement Donkor, GHEI Country Director

Throughout humankind, we have been told that everybody would account for his or her stewardship in one form or the other.  This notion is reflected in our everyday actions or inactions. We are taught from the very beginning that we would reap what we sow.

The reality of these principles dawned on me on Tuesday December 4th when I strayed into a GHEI classroom. After observing the spectacle for a while I journeyed into the library and the picture was no different. But for the whining of the fans I could hear a pin drop.

As part of our Youth Education Program, selected Junior High School students are given supplemental teaching in the four Ghanaian core subjects namely, English, Mathematics, General Science and Social Studies, and GHEI's addition of Critical Thinking.  On that day the students were being tested on what they had studied in the course of the term. The test, part of the organization’s evaluation process, is also aimed a testing the students’ level of assimilation.

The students were well spaced, supervision very strict and disciplined. The atmosphere, devoid of intimidation, underscored my early assumption that everybody would account for his or her stewardship and the students knew it too; they were being trained to be largely independent.

Sometimes they say that, “each one for himself and God for us all.” That is why time and again, at every public gathering I advise the youth of Humjibre to take advantage of all our programs and that when they do, they stand the chance of feeding and fending for themselves and not go cup in hand waiting to be spoon fed.

The next day December 5th I observed the same group of Students hard at work, cleaning their classrooms and the library, chatting and sharing jokes, not in the least bogged down by what the result of their test might be. The Greeks say, “Cordi, Manui et Capiti” and GHEI strikes it to the core. We train the mind, heart and hands.

We have just celebrated Christmas – a season reminiscent of GIVING. Whilst acknowledging all your contributions and support in sustaining the organization this far, I wish to remind you that one of life’s most important virtues is “GIVING.” Your continued support is important to fulfill this all-important virtue so that together we help the under-served in society.

I congratulate all Volunteers, Coordinators, Interns, Philanthropists and Staff, past, present and to come for your support. May you find joy and prosperity in the New Year!

Thank you,

Clement Donkor

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International Voices: What Makes a Good Teacher?

It doesn’t matter where you live, or what your background is. At some point in your life you will find yourself in a classroom. At the front of the classroom is a very important individual, and chances are that person could change the course of the rest of your life. Teachers.

At some point in our education we’ll all sit through a class or two that might not be that interesting to us, but what about those teachers whose lessons really grab our attention? At the time, it’s just nice to have a class where you’re not looking at the clock, watching the minute hand go by until a ringing bell signals sweet release, but years down the road you may very well look back on that class, and in particular the teacher, that made that subject so interesting. That teacher that somehow defied all odds and made school fun!

What is it about those special teachers that make us care? How do they take a textbook that could so easily induce a mid-day nap and bring it to life? How do they make the curriculum not only relevant but also enjoyable and memorable?

Here are some insights from teachers around the world, as well as from our education staff here in Humjibre, on what makes a good teacher.

What makes a good teacher?

“Any of the teachers I’ve ever admired were passionate about the material, patient when students don’t understand, and committed to ensuring their students not just remember the material, but understand it. Those are the teachers people remember.”
- Taryn Assaf, Busan, South Korea

“I've learned there are several factors that make a “good teacher”. The first is their knowledge on the subject they teach, and their capacity to share the information they've acquired. The second is how they approach the different teaching methods, and how appropriately they adapt to a certain audience. The third factor is their willingness to level with the students, understand them, research what they are interested in, and how they would benefit most from the way a lesson is planned.”
- Marcella DeDiego, Madrid, Spain

“A good teacher is someone who explores different teaching methods and who is willing to deploy these methods in new ways.”
- Happy Nkrumah, Humjibre, Ghana

What made you want to become a teacher?

“I always found most teenagers more interesting than most adults! Plus, I always had a passion for History. Teaching about the past gives you perspective and an appreciation for sacrifices needed to effect positive change.”
- Mario Polisena, Ottawa, Canada

“My experience in a peer tutoring program in high school and coaching football.”
- Gabriel Gregorich, Medellin, Colombia

How do you deal with troublesome students?

1-Get to know them as people/ establish a rapport of trust
2-Be patient/ find creative solutions
3-Create a network of support. Many colleagues will offer good ideas.
- Mario Polisena, Ottawa, Canada

“I’ll talk to them individually about their behaviour after or before classes to see what the problem is. Sometimes I just need to encourage them, and let them open up and tell me what their problem is. Some teachers here in Ghana showcase their level of education but still ignore students, or will even use the cane on them, and this leads to kids not wanting to go to class at all. We don’t do that here! (GHEI) So by being open with a student he or she will see you as a friend and enjoy class.”
- Happy Nkrumah, Humjibre, Ghana

“I try to connect with them on a personal level, figure out what is going on with them. If they are attention-seeking students, give it to them in the constructs of the class (i.e., Get them to answer the questions in front of the class). If you can get these kids on your side early, classroom management becomes much easier.”
- Gabriel Gregorich, Medellin, Colombia

How do you help students who are falling behind in class, and just don’t get it?

“Reading supports, frequent journal checks, purposeful seating arrangements so they can have a study partner, time before school, lunch, and after school.”
- Amy Compton, San Diego, California

“Pair them with stronger students in group work, give them more opportunities to hand in work/extra work, spend more time with them specifically during class, and offer help outside of class.”
- Gabriel Gregorich, Medellin, Colombia

“Everyone has different learning strengths, styles, and needs which need to be addressed in class. That’s something teachers really need to remember – it’s always easier to teach to your own styles/preferences, but lessons need to be inclusive to reach all of your students. Teaching to student’s interests, and using examples that students can relate to is also important.”
- Jen Matthews, Humjibre, Ghana

What inspires you as a teacher?

“Seeing my students develop as learners and people. It is the only currency that matters.”
- Mario Polisena, Ottawa, Canada

“When students come back from a break and say how much they missed school. When a student who normally does not excel (majority of my inner city population) and I see the change and see them show effort for maybe the first time. When a student comes in excited that they heard something about economics on the news and they were able to explain to a family member what was being discussed. When students write thank you letters for Teacher Appreciate Day that say exactly what my efforts mean to them.”
- Amy Compton, San Diego, California

“Seeing my students participate actively in class by teaching entertaining materials that make them enthusiastic and eager to learn. The most empowering aspect of teaching is hearing or seeing your students use information or life lessons they have learned from class in their everyday lives.”
- Marcella DeDiego, Madrid, Spain

What advice would you give to a new teacher?

“Set rules early and be a stickler with them for the first part of the year. Don’t let things slide early on, or classroom management will become an issue. Also, it’s way better to over-plan than under-plan a lesson - free time is the enemy!”
- Gabriel Gregorich, Medellin, Colombia

“Every student is different; they respond differently to discipline; they study differently; they approach the world differently. Learn who they are, not just their names. Watch them, listen to them and study them. You have just as much to learn from them as they do from you.”
- Taryn Assaf, Busan, South Korea

“For someone who finds themselves new to the teaching field, it’s important to remember that it’s a matter of practice. Also they should really feel it in their hearts that this is a chance to help students, especially those who may come from a disadvantaged background.”
- Happy Nkruma, Humjibre, Ghana

What’s the best part of your job?

“The kids! Simple as that.”
- Taryn Assaf, Busan, South Korea

“Being able to take part in educating and socializing children for the future that awaits them.”
- Marcella DeDiego, Madrid, Spain

“The daily contact with my students. I look forward to it everyday.”
- Mario Polisena, Ottawa, Canada

“It’s really refreshing teaching in Ghana because students really value and get excited about their education. Promoting education in an atmosphere where education is still very much a privilege, rather than a universal right, especially among girls, is important.
- Jen Matthews, Humjibre, Ghana 

“I naturally love people, and it’s a way to reach many people. Once, when I was in primary school my teacher asked me what I wanted to do when I grew up. I said I wanted to be a leader! I didn’t know exactly what I meant back then, but I always knew I wanted to lead people. I saw this teacher recently and he reminded me of this. He really encouraged me to pursue this goal of mine from my childhood.”
 - Happy Nkrumah, Humjibre, Ghana

Many of these remarks echo with similar insights. A good teacher is one who is patient with their students and passionate about their subject. When things get tough, they are creative in finding new approaches in reaching out to their students. Ultimately, the greatest reward for a teacher is to see the minds of their students flourish. Let’s honour these great educators and remind ourselves of the great potential they have in positively shaping the lives of so many.

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World AIDS Day in Humjibre

Saturday December 1st was World AIDS day, and GHEI had a very special outreach planned for the community of Humjibre to mark the occasion. This year’s theme for World AIDS Day was “Getting to Zero,” eliminating HIV and AIDS altogether for this generation.

The evening began at 7:30 pm at the local taxi stand on the main road of Humjibre. The arranged seating filled up fast as inquisitive members of the community arrived to see what we had in store for them. In a matter of minutes the crowd multiplied and before long hundreds of people had formed a semi-circle around the projection screen and DJ booth.

The outreach started with several short videos on HIV and AIDS, covering such topics as HIV prevention, treatment, and ending the stigma against those who suffer from the disease. GHEI Health Program Assistant Aggie Obeng interpreted the English language videos into Sefwi for our audience, with the help of GHEI Country Director Clement Donkor. The crowd watched, wide-eyed and completely silent, fully concentrating on the messages of the videos.

Up next were GHEI’s Community Health Workers, who had been rehearsing a play for this moment for the past two weeks. They were nervous as they prepared and stepped into character, but their nerves soon settled as they walked into the centre of the taxi stand. The play featured four scenes. In Scene 1, CHWs Lydia and Rose played two women talking one-on-one about the consequences of HIV/AIDS and the importance of being tested. Once again our audience was hushed, hanging on every word.

In the next scene, Lydia's character visits a health clinic, where she met a couple who were both HIV positive, played by Isaac and Aggie. Aggie's character explained that since they were both receiving antiretroviral treatment, they were able to live normal and fulfilling lives. The crowd laughed in delight as Isaac hopped onto his feet, puffing out his chest while describing his footballer-like athleticism.

Following this Lydia's character is called into the doctor's office to be tested for HIV. The doctor, played by Shadrack, pleasantly informed his patient that she was not infected with the HIV virus. At this point, Lydia – fully enveloped in her character – jumped to her feet and began dancing around in jubilation, promising to herself and the doctor that she would forever remain cautious in protecting her status by always using a condom. Our audience, still silent up until this point, erupted in a massive cheer.

The next segment had Lydia’s character discussing the hazards of HIV with her boyfriend, played by Francis. She encouraged him to be tested for HIV and they discussed how they would protect themselves from contracting the virus. Again, our audience showed their engagement with the story and its characters by cheering joyfully. The play ended by coming back to a conversation between Lydia and Rose’s characters, summarizing the lessons learned throughout the play.

GHEI had invited Madame Marcelline, the manager of Humjibre’s local health clinic, to give a lecture on safe sex and HIV prevention in the community. She showed her dedication to the cause by giving her presentation despite having not slept the night before, as she was delivering a child all through the night in her role as a midwife.

The next segment of the outreach -- condom demonstrations -- proved to be among the most compelling of the evening. Lydia, with the help of Shadrack, demonstrated how to open a condom package properly without damaging the condom. Next she rolled the condom onto a wooden penis model. Naturally, this elicited some muffled giggling in the crowd, which can be expected when conducting such a demonstration to all age groups at once in a culture that does not often speak of sex freely in public. The crowd was fascinated. Next, Aggie opened and displayed a female condom. Some gasps were heard as she unrolled the contraceptive, and it was apparent that many of the onlookers had never seen a female condom before. If we did not have anyone’s attention before, we certainly did at that point!


Selected CHWs then gave some closing remarks, with a final word from Clement, who thanked everyone for attending and encouraged everyone to consistently apply the principles presented over the course of the evening. GHEI staff then pulled out a large supply of condoms and distributed them free of charge to anyone who requested some. Many people were very excited by this, treating this gift as a sort of loot-bag for the evening.

The adults quickly dispersed after receiving their share of condoms, but many of the youth stuck around to chat with one another excitedly about all they had seen. I managed to get a few of their perspectives at this time.

“My favourite part about the outreach was the condom demonstration. I have to know this so that one day, when that day comes I am ready!” exclaimed Daniel, a junior high school student. His friend Charles was quick to jump in: “Yeah we liked it because HIV prevention is something that is important to everyone.” A high school-aged girl named Janet had this to say: “My favourite part was the play. I liked it-o! This drama taught me how to protect myself.”

I was also fortunate to catch the Chief of Humjibre, Nana Kwado II, just as he and his elders were leaving the grounds. He shared his thoughts on Humjibre’s World AIDS day celebration: “It is so important that our community knows about the risk of HIV, and how to prevent it. The play showed how to be careful and how to make sense of HIV with your partner. We thank GHEI for this education - we appreciate it, and we will always accompany and support outreaches for the program.”

GHEI would like to thank our wonderful CHWs and our health team for their tireless efforts in preparing for the event. Thank you also to everyone who attended. Together, let’s end the stigma and prevent the spread of HIV as we work towards an AIDS-free generation!

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Lawrence and the Library

The GHEI Humjibre Community Library first opened in May 2005, and the steady stream of book donations necessitated the construction of a larger facility in 2007. Generous donations from our partnered organizations, such as Books for Africa, as well as Lincoln Community School in Accra, have kept the library brimming with both relevant books and enthusiastic readers. Books at the Humjibre Community Library cover subjects such as Math, Science and Nature Studies, Ghanaian and African Studies, African Literature, Children's Story and Picture Books, as well as a wide array of textbooks for primary, junior and senior high school students.

I sat down with GHEI’s Library Administrator Lawrence Donkor to chat about the history of the library, his job, and his love for African literature.

How did you first begin working with GHEI?

Let’s see. In 2008 I saw a sign-poster in the community that GHEI was searching for a librarian, so I applied. I got feedback from GHEI that they would get back to me, as they had a number of people shortlisted. That was the middle of 2008, and then in November of that year they called me in to the office for a short interview. They told me after the interview that I got the job, so I started work part-time around the end of November. They asked me in January 2009 to work full-time.

Did you always know you wanted to be a Library Administrator?

No, when I was young I wanted to be lawyer. I completed JHS in 1997 and was accepted to some Senior High Schools (SHS). My late father at that time was quite old and was thinking that he could not afford to pay admission and tuition fees. My mind served me right to find something else to do. I was sent to Upper West Region, in Wa, to stay with my elder sister. Her husband was an auto-electrician, so by staying with them, I also learned this work. So I lived and studied there from September 1997 to December 1999. During this time, I really wanted to attend SHS, but a friend told me that with my line of work, I should study at a technical school. So I came back to Humjibre in December 1999. My senior brother promised that if my father could afford the admission fees, he would help contribute to the tuition fee. So I started attending Kumasi Technical Institute ‒ a school founded by Canadians. There I studied to be an electrical rewinding technician.

When I started working in the library, I didn’t know all that much about being a librarian. But that first year in 2009 I received training from Books for Africa, and then from there just learned a lot on the job.

Can you tell us about the history of GHEI’s community library?

Actually I came once the library was built and when I arrived there were around 1,500 books. At that time only these blue shelves were filled (motioning to the shelves against one wall). The rest were empty! That year we went to collect 3,000 books from Books for Africa, and that’s when I received my training. The people at Books for Africa returned here for our library's re-launch in March. From there, individuals and volunteers have been donating books. Books for Africa and Lincoln School in Accra continue to donate to our library each year.

How many books does the library contain?

Now it’s more than 6000 books.

Can you tell me about the library board?

Books for Africa requires a library board for there to be a partnership. GHEI established a library board and they started in 2009. They help in a few ways:

The board helps to keep order around the library. They want to make sure that kids don’t just play around the library but don’t go in. That was a problem for a time. They also go around to schools and encourage students to attend.

They also meet to talk about problems that come up. For example, the dark roads on the way to the library and the erosion on the roads became a problem. People were falling into the gutter! The board decided to have a large bulb installed outside the library that lights up the whole area, so people don’t have difficulty getting to the library at night.

There are 7 people on the library board, plus me and our education coordinator. All their work is voluntary. The library board now meets every 3 months. But in case of any emergency, we can call a meeting quickly.

What are the most popular books amongst the children who attend the library?

The Junior African writers are popular. Ghanaian writers are always popular, and the kids also study the textbooks we have here. There are only a few available at their schools, and the teachers keep the copies at school, so the kids come to use the textbooks here for their research.

How about the adults, what do they like to read?

Adults, they like to read the newspapers mostly, the Daily Graphic, but some of them also use our reference books, like encyclopedias, dictionaries and atlases.

What kind of books do you enjoy reading?

I mostly like to read African writers. I really like reading about the history of Africa.

Can you describe your typical day working in the library?

Library is open two times a day: the afternoon session is 2:00-4:00, and the evening session is 6:30-9:00 o’clock pm. So I’ll come in in the morning and make sure that the books left out from the night before are all in the right spot on the shelves. I’ve got to make sure the tables and chairs are organized and everything is tidy. I also have reports to write here, on library attendance for GHEI as well as reports to Books for Africa.


While the sessions are running, I take attendance to see which age groups are coming to the library, and at what time they are coming. This way we can make sure that the times of the sessions suit all the people who attend the library.

What’s your favorite part about your job?

I’m really friendly with all the school children. Some people call me “Library teacher,” “broda,” or Uncle, so I like the time with the kids.

And of course, working here gives me lots of time to read books!

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Early Childhood Literacy: A Teacher's Perspective

In many developing countries, children who do not show great potential in school often fall between the cracks of the education system. This is the case in Humjibre, and both parents and educators often invest more effort and resources into children who are thriving at school since they are seen as the ones who will benefit the family more in the long run by continuing on to higher education, eventually securing a good job.

Overcrowded classrooms are another challenge to young students in Humjibre, and it’s not unusual for public nursery school class sizes to exceed 100 children. This type of setting is problematic for children who are falling behind in class and may require extra attention from their teachers to acquire the skills necessary to succeed at the primary school levels. Once these children reach primary school, average class size in Humjibre is anywhere from 50-60 students, with limited teachers, textbooks, and school supplies. If students are not succeeding at this level they are not given the attention and materials they need to do well in school. Unfortunately, many students may even end up dropping out before reaching junior high school.

GHEI’s Early Childhood Literacy program aims to address these concerns by enhancing the early education experience through supplemental classes for students who are struggling in school. This is the latest addition to our education programming, consisting of two concurrent classes meeting three times a week for two hours. The students are taught a phonics-based curriculum, along with reading and writing workshops, while incorporating purposeful play, songs and poems. Small classroom sizes mean that every child receives the attention he or she needs, while our ample books and school supplies equip the children with the tools needed to succeed in school. Our ECL program enables our young students to build their creativity and critical thinking skills while actively participating in an encouraging and supportive environment.

Ernest "Saga" Badu

GHEI teacher Ernest Badu, affectionately known as Saga (short for Sagacious), spoke with me about his work as a teacher in the ECL program and his interactions with the students.

How did you first become part of GHEI?

I was part of the first group of scholarship recipients in 2005, and we completed senior high school in June of 2008. In August of that year, I realized how much GHEI had helped us with these scholarships and I wanted to give back. So I became a volunteer from 2008 until 2010. By 2010 they saw that I was doing well as a volunteer teacher so they asked me to join the staff full time. 

What is your typical day with ECL like?

I love ECL too much! I teach ECL from 2-4 on Monday, Tuesday and Thursday. From 2:00 - 2:30 we have table activities - things like puzzles, Play-doh, math games, blocks and many others. We also have some books for them to read during this activity time. After that we start classes, 2:30 – 4:00. We look at the days of the week then we look at calendar dates. Next we go through songs, like “Head and Shoulders,” and “If you’re happy and you know it.” The children really enjoy them. The students might sit for a long time, so the main purpose of singing songs is to get them engaged and enjoy themselves, letting them relax before we go on to other lessons. After songs we look at the alphabet. We look at two letters each day; the sound of the letters, and then key words that use those letters. We then give them a board and a marker to practice writing the letter. Next we’ll read to them with two books each day. We also have “choice-time,” whereby students can choose their favourite activities and play. The main purpose of ECL is to develop their skills in the English language by promoting literacy and purposeful play.

How do you make sure the students understand what you are teaching with them?

We always review everything we have been working on in ECL to refresh the minds of the students and make sure they understand. So before moving on to new material each day, we’ll go over the material from the day before. If they don’t understand what we are trying to say, we’ll translate it to them in our local language. (Sefwi)

On average how many students are in each class?

For ECL 1 we have 14 students. ECL 2 we have 10 students.

In your experience, what do the students enjoy most about the ECL program?

Yeah, they really like the table activities and all the songs we sing. They have so much fun during these times. They also really like practicing their letters with their board and markers.

What about yourself? What do you enjoy most about the program?

As a teacher, it’s given me great experience in teaching the little kids. Now I’ve learned how to control the students’ behaviour - this is easy for me now. Also how to get the students to really love my lessons and the way I teach.

What lessons has your job taught you?

I’ve learned a lot in being patient. Sometimes the students just want to do their own thing, and it can be very difficult to deal with children. You’ll tell them not to do something and then they’ll go and do it right away! So patience is important. (laughs)

I love teaching. Teachers help people to become accountants, bankers, doctors, lawyers and so on. So I know that hard work bears a fruit!

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Youth Education Program: A Student's Perspective

GHEI's Youth Education Program (YEP) began in 2003 with the recruitment of 16 Junior High School Form 1 students. Originally called “English Literacy,” the program was built around offering supplemental classes focussed on English language skills and critical thinking. As the program progressed GHEI saw the need to expand the curriculum to the core subjects (English, Math, Integrated Science, and Social Studies) to better prepare our students for their Basic Education Certification Exam (BECE), which students must pass to be admitted to a senior high school.

In rural areas school resources are often scarce in comparison to schools located in cities, and classrooms are often overcrowded. To address these concerns, YEP classes are provided to students in a small group setting with a variety of materials and resources that are not commonly available within the local schools. All classes are conducted in English, Ghana's national language. The YEP classes not only improve students' ability to excel on their BECE but also encourage active learning and critical thinking, providing students with the skills they need for a successful future.

I recently had a chance to get a student’s perspective on YEP in an interview with Akosua Akrasi-Gyapong, a 14-year-old Form 3 student.

How did you become a part of YEP?

I joined when I was in Form 1 because I want to better my education.

How does the program help you with your studies? 
 
If the teacher at my school teaches something that I do not understand, I can come to YEP classes to have our teachers here explain it to me. I study English, Maths, Science, Social Sciences, and ICT (Information and Communication Technology).

What is your favourite subject?

I don’t actually know, because I enjoy all my subjects. Hmm. Maybe maths. I like solving the math problems.

What would you like to be when you grow up?

My father says I should study hard to become a doctor. I would like to be a bank manager, or a doctor. I like maths, so bank manager would be good because they have to be very strong in maths to be good at their job.

How will you make this happen?

By getting good grades! (laughs)

What advice would you give to future YEP students?

I want to tell them that they should take good care of the opportunity to study with the YEP program at GHEI. It has helped me so much in my studies.

Did you go on the youth learning tour last year?

Yes, I went to Cape coast and to see the Akosombo dam. It helped me see all sorts of places of interest.

Why is the youth learning tour important to you?

It helps to study more things about my country. We learned a bit about these places at school. At first I didn’t believe my teachers, but then I arrived at these sites and saw for myself that these things are true. Youth Excursion helps the youth study things about our past and to try to do things for our country.

Thank you and good luck with school!

Meda w’ase!



Please donate what you can to make GHEI's Youth Learning Tour Possible for students like Akosua:
http://www.causes.com/actions/1696235

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Spot Checks Support Malaria Prevention

It’s 3 p.m. and around 34 degrees Celsius, but in the scorching sun it feels even hotter. I’m accompanying GHEI’s Health Program Assistant Mensah Gyapong on some “spot checks” around Humjibre in support of our malaria prevention program.

We make our way along the main road of Humjibre, greeting local residents as we march uphill. “Yes, here we are,” Mensah declares, double checking his clipboard. I follow Mensah down a short and dusty alley, taking a sharp right, where we meet a mother and her two children sitting on their veranda. The lady smiles at us warmly, greeting us in Sefwi. The children see me and point their tiny fingers in my direction. “Abroni, abroni!” Their mother shushes them.

GHEI’s community health workers (CHWs) have recently visited this household to conduct a survey monitoring bednet use in our community. The purpose of our visit is to verify information collected by our CHWs. GHEI’s health team runs regular spot checks of randomly chosen households included in the initial survey to make sure that we’re on the right track and that our surveys are correctly gathering the information we need to support the community in reducing the occurrence of malaria.

Mensah leads me through a few of the questions on his clipboard, translating from Sefwi into English for my benefit as he interviews the mother of this particular household. “You see, we want to know how many rooms there are in the house. And not just how many rooms, but also how many sleeping sites, as one room might have many sleeping sites,” Mensah explains. The lady informs Mensah that her house has two sleeping sites, but that they only have one bednet. Mensah then kindly encourages her to purchase another bednet from GHEI, adding that they are quite cheap since we subsidize the cost. She agrees, saying she had meant to come sooner since her last bednet was torn, but had been too busy around the house recently.



Mensah wraps up the interview, thanking the woman for her cooperation and gently reminding her to get a new bednet for her home. She cordially agrees and, smiling, offers both of us some fruit she had been peeling throughout the interview. “Ah yes, paw-paw,” he clarifies for me. “Very ripe at this time of the year. It’s like mango, but better!” We both take a couple of pieces of the bright orange fruit, savouring the sweet juices with each bite. “Wonderful! You see, when you join the health team, from time to time you get to chop some paw-paw!” Mensah says, laughing heartily.

From there, I split off from Mensah to join Aggie Obeng, our other health program assistant. She leads me across the main road and uphill through various paths to the other end of the village. Along the way people greet us happily. After a short hike, we arrive at the address listed on her clipboard. We stand in the centre of a family's housing compound, looking around for the head of the household. The only people in sight are some small children playing between the houses. Aggie asks the older of the two boys to call on their father. The small boy explains that his father is inside watching television and is not feeling very well, but that he would see if he’s up for talking with us. A few moments later the man emerges from his home looking rather groggy. He’s kind enough to run through the series of questions with us despite feeling under the weather. As he and Aggie carry on in Sefwi, my eyes wander around the family compound, from the grazing sheep between the houses to the boys roughhousing with one another noisily. A small girl appears from around the corner of one building, carrying her baby brother on her hip. She points, showing me to the infant. The baby takes a quick look at me and immediately shrieks in terror, bursting into tears.

“Okay,” says Aggie, “he has given us permission to see one of the sleeping sites to see how they are using the bednets.” We walk up to a small room where we are greeted by a young woman and welcomed into her home. Aggie allows her to explain how she hangs the bednet and tucks it into her mattress, without suggesting whether she is correct or not in her method. We thank her and pause for a moment between the houses for Aggie to jot down some notes.



We visit two more families, each going about their evening routines of peeling cassava and plantain for their families’ evening serving of fufu. It’s encouraging to see how welcoming our interviewees are. No one seems to mind our presence or hesitates to offer a few moments of their time for our interviews. It’s a pleasure to observe our health team in their element out in the community, verifying the information that GHEI needs to continue strengthening our malaria prevention program in Humjibre and the surrounding communities

Next week Aggie and Mensah will accompany our CHWs as they conduct more bednet use surveys around Humjibre. It is these spot checks and accompanied visits that ensure we remain on the right track by confirming the accuracy of the information we collect. GHEI has made great strides in reducing malaria among our communities, and reliable information plays a key role in evaluating our work effectively and making improvements to our malaria prevention program.

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The Development Game

This week GHEI staff took the opportunity to withdraw from our work in Humjibre and gather together at a guesthouse in the neighbouring town of Wiowso for our annual retreat.  A small hotel resting in the hills on the edge of the tropical rainforest, the Queen Elizabeth Guesthouse served as a quiet sanctuary for our purposes.   We commuted to the hotel from Humjibre each day in the early morning, admiring the stunning sunrise over hills draped in thick mists along the way.


The annual retreat is a time for GHEI to reflect upon our work, discussing our achievements, our shortcomings, and our aspirations for the future.  We trim and discard elements of our programming that haven’t met our expectations, while using each success as a blueprint to be applied to other projects and expand our overall impact.

One exercise, simply entitled “The Development Game,” stood out as an apt metaphor for our work in general.  Whether you have studied international development, worked or volunteered in a development context, or are interested in the process of nation building in general, this exercise offers food for thought for the development enthusiast.

For GHEI staff this was a thought-provoking exercise that illustrated our differing opinions and perceptions on development.  It also showed that each individual has his or her own priorities and values in approaching development work.

The following is a list of statements regarding development work.  The objective is to put the statements in order as you see fit, answering the question, "What steps have to be taken for development work to be successful?"  Why not try this out for yourself, either on your own or with a partner?

“Development results from a growing economy and the wealth and jobs that this produces."

“Development is about looking after the environment and protecting it for the future.”

“Development is about everyone having washing machines, cars, TVs, etc.”

“Development is about making sure that absolute poverty and hunger are eliminated.”

“Development is people having higher wages and more spending power.”

“Development is about having modern transport and communications, such as motorways and computer technology.”

 “Development means everyone has access to education, health care and their basic needs are met.”

“Development means being able to live in peace.”

“Development means people are not afraid to speak out and can have a say in their own future.”

“Development is about power of all sorts being shared equally amongst people.”

If you did this exercise with a friend, compare your results.   What was the logic behind the order you chose?  What does this order say about your values?  There is no one correct answer, and hopefully you discovered that prioritizing certain statements set the direction for the placement of others.   

Photograph by Mandy McConaha

Driving to the hotel each morning, it was enjoyable watching the people going about their daily routines, the school children in uniforms, marching to class together with their stacks of books carefully balanced on their heads, and the farmers with their machetes or their tanks of insecticide on their way to their plots of cocoa trees.  These ordinary folk, from the smallest child skipping to class to the elderly grandmas cooking breakfast over the fire for their families, each served as a reminder to us at GHEI of why we continue in our work, and why we are unwavering in our mission.

We strive to equip the individuals in our communities with the resources, including a healthy mind and body, needed to help their communities flourish.  Empowering local individuals cultivates the strong leadership needed to lead these communities out of poverty.

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