Bags not packed, not ready to go

I hope John Denver isn't angry that I changed the lyrics of his classic song, but it pretty much sums up what stage I'm at here. 3 days of school left, well, actually there are only 2 full days remaining as we'll be having a party on Friday. It will be a nice send off for the students and ourselves, with rice, chicken, beverages and biscuits playing their role in boosting the students energy to dance to the surprise DJ visit after dinner.

In between these events we will be having the presentation of resources purchased from our Student Support Fund. 10 students are to benefit, receiving sets of tools and entrepeneurial support to aid them become more independent during vacation and beyond.

Today I received my long-awaited visa. So now I can head to Accra next Monday and get La Visa Touristique Entente (please forgive the accent omission Francophiles). I found out last week that the Togolese Embassy can process the application within a few hours for 30,000 CFA (about 45 Euro) though it remains to be seen whether 'officials' Togo, Benin, Niger, Burkina Faso and the Ivory Coast recognise it on their respective borders.

Out of the 5 volunteers at Edwenase who started in October, 2008 there are only 2 left, Dorota and myself. There are also 2 Dutch volunteers at the centre who came in the 2nd semester. Time has flown, lots has been achieved, and hopefully the next stock of volunteers will continue and emulate the work we have started.

Thanks to all of you have supported us over the past 8 months.

Ye de mo'asee.

Students who inspire

Since I started working in Ghana, the greatest obstruction I have come across as a teacher of Literacy and Numeracy to trainees with 'disabilities' at Edwenase has been their inability to assimilate new material. Teaching people who have had little or no formal education, and what little formal education they have had has been in overcrowded classrooms with few learning facilities, has been the greatest impediment for my students progress. Despite the fact that many of the students have intellectual learning disabilities, the fact that the Education system and society at large has all but given up on them has been a far greater obstacle for the development in Literacy and Numeracy.

Many of them have the capacity to learn a lot, and they have, I am happy to say, learned well the material they have been exposed to. When someone has not been able to write their name or numbers properly in October and they can make a great effort by June, I'd call that something they should be very proud of.

Their enthusiasm would put many of us to shame. As someone who was got in their fair share of trouble at primary and secondary school, sometimes having to be dragged out of bed to face Irish language lesson on Tuesday morning, at Edwenase Rehabilitation Cente, motivation to learn is not an issue. In fact, I almost have to drag them away from the table so they can continue their vocational skills training.

Whether I'm going to or coming back from the toilet; heading for a bite to eat or returning from lunch; at 6am or 6pm, I have countless encounters with students whose first gesture is to show me they want to write, look at a book or use some of the other educational resources we have built up since starting last Autumn. They want to bring their copybooks and take up where we left off. If you show them for a split second that you are not up to your eyeballs in muck and dirt from farming, or ink from writing reports, or chalk from conducting lessons, they will try to nab you and await a nod of the head - the all pleasing reply from a teacher signalling, "Yes, I can check your homework now, even though I only gave it to you 3 hours ago and its 3 days early".

But there remain many obstacles to some students ability to progress, to becoming a good tailor, dressmaker, shoemaker, trader. Ghana wiped four 0's of it's currency, the cedi, 2 years ago. Almost every body still says 2000 ( old cedi) for three oranges rather than 20 (pesewas), one hundred of which make a new 1 Ghana cedi. So teaching students to convert from old to new, and add/subtract mentally and in written form in both has been a difficult task. The fact that few of them have their own money to spend or opportunities to leave the school and buy something hinders their chance to assimilate the knowledge they are attaining in class.

However, all in all, the students I have had over the past 8 months have been really inspiring. Maybe I'll pick up my Polish books again and apply myself with similar discipline. Maybe I won't always have to be medicore on the guitar. Witnessing others make great steps despite all the odds is a great way for one to kick their own education into action.

Literacy and Numeracy at Edwenase – Part I

Indicators that Literacy and Numeracy education continues to need improvement throughout Ghana can be observed from many angles, apart from the hard statistics of a UN Human Development Index or World Bank report. While captions on Metro TV Evening News often have mistakes, e.g. „Government Cooporation(sic) with NGO”, adverts also frequently misspell words. The quality of journalism is generally poor, aside from the more mainstream newspapers like the Daily Graphic and Ghanaian Times, which nevertheles remain guilty of poor proofreading (sometimes my rushed writing could do with being brushed up I admit).

Almost everyday when I do a transaction on the street for food the trader has difficulty in adding up the total amount or giving back the right change (sometimes too much, more often too little). The introduction of a newly denominated cedi (minus four 0000's) has done much to confuse the masses. I recall similar confusion (and inflation by retailers) for ages when Ireland converted to the Euro. And unless you shop in a big supermarker here you'll have to both haggle for better prices and double check your change.

The traders or ordinary student can not be faulted here. This is the long-term result of systematic failures of the education system to provide them with basic numeracy and literacy education before they leave school, which the majority of people have few opportunities to continue beyond primary level due to poverty at home. Hawking goods has quicker even though meagre financial returns compared to sitting in a classroom of 50 students learning to add properly.

The Daily Graphic published a story recently stating new research that 40% of primary school teachers are unqualified. Official statistics from UNICEF claim that 65% of adults in Ghana are literate, a figure I am quite surprised by from short experience here.

Reading Cameron Duodu's New African magazine tales of his sadistic educational experiences from school teachers in Ghana helps shed light on the type of education many have been subjected to here (and from anecdotal evidence in Ireland it was not much different some years ago). So who could blame a kid or teen from trying to cheat in class or while doing their homework (a major problem here stifling students natural learning process) when the consequence of making a mistake is usually being caned or made feel as small as snake shit.

Teachers themselves, stressed to the hilt with massive numbers of students who have a wide range of abilities and difficulties, either give in and lose motivation to teach with enthusiasm and care for the educational development of their class, or else lash out and vent their frustrations on the students themselves.

Accumulated, all of these and other factors multiplied tenfold have resulted in the type of student a school like Edwenase has. Shy; afraid to make mistakes; little or no belief in their own ability to progress; no access to the basic tools for numeracy and literacy education, including motivated and patient teachers. As sure as 1+1 is equal to 2, the above factors added together ends up equal to a student and adult poor at Literacy and Numeracy. And without spelling out how, this certainly has the potential to trap you in absolute or relative poverty thus making you more dependent on others help.

Going by the sub-caption of this blog, „Tales of a volunteer teacher”, you may have expected to read more about my teaching experiences at the rehabilitation centre. So I'll try give a summary in my next few postings of how things have transpired since October last.

Literacy and Numeracy at Edwenase – Part II

As the only professional teacher (which could mean good or brutal) amongst the volunteers at Edwenase I felt like I would be able to offer a lot from my previous roles in the classroom. 3 of the volunteers had just finished high school so the transition from student to teacher was a challenge to step up to. Dorota, on the other hand, had a lot of experience speaking to classes and conducting workshops for teachers in her previous job in Warsaw with the Polish Humanitarian Organisation's Education department. I had 4 ½ years experience tormenting students and catching them at their various misdeeds, many of which I had engaged in myself whilst in school. It helps when you are a teacher who has been in a lot of trouble at school, cause you tend to have developed an instinct or student misbehaviour.

After observing a local teacher conducting Literacy and Numeracy classes we put together our own timetable and set up new groups after assessing the students abilities and disabilities.

It may be a cliche at this stage, but the lessons I observed from the local teacher were a case study in bad teaching, that is from the perspective of the professional training I had received in Ireland and Poland.

Students were grouped inappropriately; teacher not knowing students names nor being aware of the extent of their learning limitations; little or no positive affirmation; students made to feel they were to stupid to grasp the subject through comments like: „How can you not know this, it's easy?”

One thing which was obvious though was the enthusiasm of the students to try and expand their knowledge in writing, speaking English, adding, subtracting and getting used to new currency terms, etc. So we allocated part of the project money we raised through selling plaintain leaf Christmas cards (made by students and volunteers) adorned with traditional adinkra or Christmas symbols to purchase a school kit for each student (copybook, sharpener, eraser, pen, pencil).

Alongside the primarily local educational resources we purchased for the school library we know had a good starting point to capture the students enthusiasm and translate it into something more systematically more educational.

Each student was placed in groups of 2-6 student as opposed to the previous system of 12-15 per group. Each student would receive at least one period of English and Maths per week, as well as remedial and informal lessons when time allowed. Now that they had their own copybooks and pen/pencil they were constantly coming to us with their work or asking for guidance. It had become a perfect learner-led situation, one which you will rarely witness amongst those who have plenty of access to copybooks, learning resources.

Thankfully, the novelty has not worn off and the students become even more enthusiastic each day. The more they learn in English grammar, in writing letters and their names better, in adding and subtracting using real money, the greater their appetite to learn even more.

Donations gratefully accepted

Thank you so much for donating to my voluntary work in Kumasi, Ghana. I really appreciate it, will ensure that your money is spent wisely and give a full account of how it has been used through this blog, accompanied with photos when possible.

I am prepared to cover all my costs to volunteer and have been working and saving for over a year to do so. However, if you can specify whether you would like part of your donation to help cover my vaccine, flight, visa costs, etc. (I promise it won't go towards pizzas or tourism) or to just assist the educational and community development projects I will be engaged in, then please let me know by adding a comment here or emailing me at dbamoran@yahoo.com

Thanks again for your generosity and please let friends know about this blog. Although donations are important, education and knowledge about the benefits of volunteering and our responsibilities to help make trade fair, donate aid without strings attached, alleviate debt unconditionally, etc. are of far more importance in the long-term.

The money you have donated will assist in the provision of much-needed resources, like the financing of school books and equipment or key infrastructure for small community development projects in the form of computer gear and medicine. More details of how your donation has been used will be given in detail here from mid-October 2008 to the summer of 2009.

On return to Europe in August 2009 I will be available to speak at schools, churches, social centres, sitting rooms, pubs, etc. about my voluntary work in Ghana, in addition to previous work on a wide range of social justice issues. For more background on my activities go to my olderPeacenikhurler blog, anti-war acquittal website PeaceonTrial, Palestinian diary, Polish anti-war activities, amongst others.

Please keep in touch as will I through regular blogging here.

I would really like to teach my students how to say 'Thank you' like the above image from this interesting teaching website