By Daniel Nonor – Back From Afram Plains
Access to Free Compulsory Basic Education is a requirement enshrined in the 1992 Constitution and of the basic rights of every child in Ghana.
But, it is the situation, as witnessed at Wawase, a fishing community in the Kwahu Afram Plains District in the Eastern Region of Ghana, that questions the constitutional provision that makes basic education a right, and not a privilege, for children in this part of the country.
A young lad sat on one of the frameless windows of the three room structure built with clay, resting his chin on his knee and gazing into the empty air.
Not even the visit of the Minister of Agriculture and the District Chief Executive which had drawn all the village folk under the shady trees behind the structure where he sat, and the ongoing funfair, was of any attraction to him.
It was the two broken desks lying on the dusty floor from where he sat, and the black painted areas in each room with faded chalk marks, that gave the slightest clue that the structure could be a school block.
The lad nodded in confirmation, yes, they are classrooms; but why classes were not ongoing on that Thursday morning, led to an investigation that revealed the pathetic story of education in the that community.
The three-unit classroom block houses pupils from primary 1 to 6, with each classroom accommodating two sets of year groups; but while basic schools across the country are rounding up academic activities for the year, no serious teaching and learning activity has taken place in this school since the beginning of the term.
The teachers who serve this community school had not shown up since the beginning of the term, and attempts by the community to save the school from total collapse, had yielded very little result, as the pupils gradually lost interest in education.
Miss Sarah Kisseh Korantemaa, a Junior High School graduate, told The Chronicle that she was approached by the community to take up the position of the absentee teachers, which she accepted, but said the gradual apathy of the pupils to school, and the community’s inability to raise her subvention, made her abandon the job.
“I initially accepted the request from the community members to teach the children because the school was collapsing, and I had very bad feeling for the many children here who were losing interest in the school.”
She said the two community members who joined her to teach the pupils withdrew their services along the way, because the community was not able to pay them, as promised.
“I was left alone here to teach the whole school, so the children also stopped coming.”
Asked if she ever used the basic schools’ syllabus in teaching the pupils, she responded in the negative.
“I only teach them what I was taught while in was here,” she said.
Mr/ Amenyedzi Husunu, a peasant farmer and a parent, told The Chronicle the financial hustle he had to go through to get his three children educated in another community because of the collapse of the school.
He said he had to rent a room at a cost of GH¢160 a year for his children access basic education.
“They come home every weekend for foodstuff and pocket money for their upkeep there,” he said.
Accommodation for pupils in that community is not only hard to come by, but is one that many parents cannot afford.
A thatch roofed single room accommodation for a pupil cost GH¢120 a year, while an iron sheet roofed house cost GH¢160 a year.
David, the Primary 4 young lad’s dream of becoming a teacher in future looks bleak, because his parents cannot afford renting a room for him to continue his education elsewhere.
Rita, a teenage mother, told this paper she ended her education in the second year in the Junior High School, because her parents could not afford the cost of educating her.
It was observed that like Rita, many of the girls, as young as fifteen years, had their babies strapped on their back at the grounds where the community had assembled.
It was, however, revealed that the issue of teacher absenteeism at Wawase was not something the authorities in the District were oblivious of.
The District Chief Executive of the area, Ibrahim Issaka, told The Chronicle that he had, at point in time, drawn the attention of the District Director of Education to the problem in that community, but was surprised that the situation had further deteriorated ever since.
“When I first witnessed the situation, I was told that for almost a week after re-opening of the school, no teacher had reported, so I informed the Education Director in Donkorkrom. He summoned the Headmaster to explain why he was not in school after a week after reopening, and I was told it was because he was ill, that was why he had not reported.” the DCE said.
This situation is not peculiar to Wawase, but many other places in the District.
“We have a major problem getting trained teachers to come to these remote places in the district, so we normally fall on these community teaching assistants, under the youth and employment programme.”
He, however, noted that these teaching assistants often abandon the classrooms due to delays in paying their salaries.
He also blamed the situation on the phenomenon, where each community wants to have a school, despite the fact that there are not enough teachers to teach in these schools.
The District Director of Education in the Kwahu Afram Plains District told The Chronicle that when his attention was drawn to the situation at Wawase, he sent a Circuit Supervisor to the area to assess the situation.
He said the report he had was that the two teachers sent to the school were a man and his son, but due to the numerous complaints from the community members of their absenteeism, he decided to transfer the son to another place and replace him with a pupil teacher.
He said unfortunately, the person who was posted there, refused to report at the school, leaving only the one teacher to handle the whole school.
“So, for some time, the man was the only person that was handling the school until early this term, when the community came and complained that they did not want that teacher, because they did not like his performance.”
He said he pleaded with the community to allow his office find a replacement before his transfer, “but they would not agree.”
He also emphasised the difficulties the directorate faced in finding teachers for such remote communities in the district.
“Getting teachers to such deprived communities is a big challenge,” he said
To help solve the situation, the District Chief Executive said they were considering merging some of the schools in the area, so proper attention can be given to them.
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a pupil of the school looks into the future of what is in store for him in education
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the abandoned classroom with broken furniture at Wawase
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Sarah Korantemaa Kisseh, the only community teacher left in the School