Quite a few people have been interested in not just what I’ve been doing and my opinion but also the facts of where I am and what’s what.
This post is only going to be a short one but I wanted to show you where I live.
So I live in one of 8 buildings owned by the school. These buildings have two ‘bedrooms’, a ‘living room’ and a bathroom and toilet. They are meant to be accommodation for teachers but unfortunately the school is still being built despite being a government funded school for the last 4 years or so. This means there are no currently on buildings for the school administration, rooms for the women boarding students or science laboratory so several of the buildings have been converted into these purposes.
The view from my porch. You can the bins of the school (when or if they get used) and the electricity poles and the night light pole that lights up the compound at night for security. The chairs and tables under the trees is where students buy food in their breaks.
The view from my porch panning to left. This student is being punished by being forced to cut the grass and clear the ground.
That means there aren’t enough rooms for the teachers to live so it was decided that no teachers would live there yet. That said, two women called Emelia and Doreen do live here as they are in charge of the women boarding students. There was one building remaining – although the ‘living room’ is actually the school library, I was able to live in one of the two rooms.
The view looking in my front door. You can see my shoes and my bin of water that used to be filled up by hand before we got piped water in
The view along my coridor. The panelled off section is to the Library but it’s open at the top so we can hear each other perfectly. The door on the right is to my bedroom.
My room and building, as you can see, seems to be actually pretty good condition. Unsurprisingly though most of this is just fairly superficial:
The wood used for the doors and door frames is incredibly rough and often slightly warped – if you get the angle right you can see between or though them.
Several of the tiles are cracked and the grouting has been tunneled through by ants, so I have ants in my room.
The shower head doesn’t work so I’m still washing out of a bucket.
The toilet now flushes, but there is a leaking pipe somewhere under the tiles so the floor of the toilet is constantly wet.
The door handles and keys of my doors sometimes don’t work correctly, making it hard to shut, lock or open them all the time.
I have an actual bed, but the foam mattress is quite soft and so most nights I have to shift sides as it compresses and I end up feeling the slats the mattress is supported by.
My beautiful working toilet and wet floor. I’m still learning where exactly the dry spots are so I can use them like stepping stones.
My bathing room. You can’t see the shower head but you can see the tap and bucket I use.
My Bathroom. I have a mirror! I don’t have a plug for my sink though so I use the container there so I can wash my face etc.
Anyway, none of these issues are in themselves a problem, and even added together they aren’t really an issue. This is just how things are.
My room. I have curtains for my window but it’s basically just some material I’ve attached above it (but aren’t all curtains). My desk is to the right next to all the stuff. I ‘store’ my clothes on my backpack under the window.
My water tower. This is out back of my room. In the background you can see some of the other buildings that are used as dorm rooms and administration.
In fact, this is pretty good as far as things could be and are for others. For example, the Junior High School I am teaching ICT at in Yabraso also has some school housing for teachers, but it is no where near the same.
For the last two weeks now, in addition to teaching physics in my main school in Nsawkaw, I’ve also been teaching in a neighbouring community as well.
So this neighbouring community is about 4 miles away, about 10 minutes by motorbike, and is called Yabraso. There are two schools in Yabraso: a Junior High School (my school in Nsawkaw is a Senior High School) and a Primary School.
The JHS. The first two classrooms are visable. The third one, the staffroom and the small storage room/computer room are all hidden
The P5 and P6 classrooms for the primary school.
There is also a kindergarten with two very full classes next to the primary school but I’m not involved with them.
The primary school has six classrooms and at least 40 students per classroom while the JHS is smaller in both that there are only three classes, and that there are only 20 – 30 students per class.
The reason I’ve found myself teaching here is simply that the headmaster of the JHS, a man called Sylvester, approached me and, basically but uncomfortably (for me), pleaded that I come to his school to teach also. We agreed that I would come and teach ICT to the two final years of both schools in Yabraso twice a week and so here I am.
I admit, I was a bit apprehensive about it at first. One of the things I’m trying to do here is to refuse to do something if it is not making a positive or constructive addition to what is being done. In this case I was worried about who I was going to replace at the school and if they were better for the school and the students than I would be. I feel strongly that even if what I’m doing comes out as a neutral change, I don’t want to do something just because I am a white man in rural Ghana.
Although yes, I think a lot of it is because I am white, having talked to Sylvester I do think can make a positive contribution beyond what they already had. Crazy thought considering how little we learnt about ICT in school!
So teaching ICT out here is very hard it turns out. First of all only the JHS has a working computer. There are two others that don’t work but the single working computer is also old enough that it has no USB slots and a floppy disk drive and the cooling fan has to speed up to run Moral Kombat, 1997 era. The primary school doesn’t even have this!
This means that ICT has to be taught on a blackboard rather than on a computer, which is the main reason it’s hard when you consider the fact that many of the students, up to an age of 15 or so, have never used a computer in their life or come across the abstract concepts associated we live with on a daily basis.
Imagine trying to explain or understand the concept of changing font colour or size as/to an eleven year old. This is part of the year 6 (P6) syllabus. Another part of the syllabus at age eleven is to learn how to touch type, but with no access to a computer or even a keyboard this is figuratively impossible. My attempt to solve this next term is to use keyboards drawn out on paper to teach them the key layout and correct finger usage. This was the only thing I could think of that might help.
Teaching ICT to 15 year olds in JHS3 is easier than this though. First of all they are older and understand me speaking better. Also with access to even a single computer after talking and drawing stuff on a blackboard we can go and see it on a computer. It’s still hard as only one student can use the computer at a time while the rest just have to watch but the concepts are less abstract and more solid like emails and spread sheets.
Other than this, thankfully coming to Yabraso is incredibly rewarding. Not only do I feel like my teaching in Yabraso is more wanted than in Nsawkaw (something that isn’t necessarily true but I was asked to teach here compared to when I arrived in Nsawkaw it took two weeks before I started teaching), but also the students themselves in Yabraso are more fun to be with! They love interacting with me, laugh with and at me, and weirdly, have even brought me loads of fruit to take home a couple of times!
Whenever the primary and kindergarten children saw me with my phone out and pointed somewhere they ran to be in the photo!
Some more of my JHS3 class. Our first lesson I pulled faces at them. Since then they’ve not taken me too seriously all the time.
Some of my JHS3 class
I realise this last bit may sound imperialist of me, but it is more than this. Yes, I’m always going to be a while man in Ghana, but in Yabraso I’m able to forget it easier and have full, real, conversations that aren’t stilted or by-rote like the ones in Nsawkaw feel like.
Anyway, all this brings me up to a big point. I have also been asked by Sylvester and some other people in Yabraso for some help in raising funds to build an actual computer lab for Yabraso and the surrounding communities.
I admit, this kind of terrifies me. They submitted a breakdown of the projected cost of this project to me when they first asked me, and it’s a lot of money – £10,000 for the building of the computer lab itself, and roughly £6,000 more for the 40 computers they want inside. I’ve never raised money for a cause before beyond Movember, and honestly, when they first suggested it to me I wasn’t convinced that I would be able to raise this massive sum, and even if I did, that it was for the best cause.
Since then though, I’ve been doing some serious thinking.
When I originally came out to Ghana, I brought a book with me called ‘Doing Good Better’, all about effective altruism. Essentially it talked about making sure that what and how you give can and is used to help the most number of people in the most effective way. So I’ve been looking at this as it applies to this project and here is what I’ve worked out and some general numbers.
First of all, how many people would this computer lab benefit?
In the surrounding communities there roughly 2000 school-aged children that would live close enough to be able to access it on a daily basis for school or out of school. As this is a fairly rural and poor area, most of these children won’t have a computer at home. Also at a rough estimate, these 2000 children will have a ‘turnover’ roughly every 10 years. With maintenance and replacement of computers at a significant reduced cost of the initial outlay, I imagine the computer lab will last much more than just 10 years and probably more like 20-30, which would mean 4000-6000 students through their entire school period.
Second, how much will these people benefit?
Well, we’re not exactly directly saving anyone’s life, but luckily there’s another way to think about it. If you start getting into effective altruism or read, as I highly recommend you do, the book ‘Doing Good Better’, you will come across the term QALY, which stands for Quality-Adjusted Life Year. So term can be thought of as if you improve someone’s life by 10% for 10 years, this is one QULY.
Next, let’s look at a period over 10 years. These 2000 students have no computers to use. Unfortunately three times a year they have end of term exams, of which one of their exams (as ICT is on the syllabus) is ICT. If you fail too many exams in a year you will fail the year and have to redo it. At the end of the final year of your current school you will alternatively have an external exam that will affect what school you are able to progress on to. Ie better results lead to going to better schools – so it’s a positive feedback loop.
This is the first way having access to a computer is useful – it will help you learn ICT better, potentially leading to you going to a better school and gaining a better education over all.
The second way is just the pure fact that the Earth is progressively becoming a global community where digital and computer literacy is becoming more and more important. In order to do well or even live properly in the world, computer skills are a necessity. By not learning how to use computers from a young age you are effectively and significantly limiting a person’s potential to do all but the basic types of jobs. This not only reduces that specific person’s opportunities, life-time earnings and quality of life, but it also slows down the growth and health of the country’s economy as a whole if it happens frequently enough.
So what does this mean? Well it’s hard to say exactly, but if I tried to make a conservative estimate here is one set of calculations:
Say that the computer lab is shut after 10 years and only 1000 children gain the benefit from it, and that the benefit they gain is only a 1% increase to their quality of life. This is 1% over their entire lives though, so from the age of 15 to, again, conservative estimate, 55 (as this is around the current average Ghanaian life expectancy but is likely to change as it develops).
So 40 years at 1% per year per person is 0.4 QALYs per person, or 400 QALYs total for the 1000 students for a total cost of £16,000. This works out at 1 QALY per £40.
Now it is internationally considered that 34 QALYs is roughly the equivalent to one life saved in the developing world. For us, this would that we are doing the equivalent of saving a life for £1360, which is pretty damn good when you consider what a western Government is willing to spend to save a life.
Thirdly and finally, Is the area neglected and what would have happened otherwise?
Well, safe to say yes it is neglected. There are no computers or computer labs in the area. To find an internet café you have to travel half an hour each way into a town called Wenchi, which costs a large proportion of a daily wage and then have to pay to use it on top of that. This is not practical or useful for a student at school. Additionally, if I don’t do this, no one else currently will and nothing will happen so if I manage this is it a huge deal for the local area and if I don’t, nothing. It’s an all or nothing type of thing!
So over all, yes, over all I do think this is a good project to work on. I may not have got all my numbers or approximations correct but that doesn’t change the fact that I believe it is a worthy thing and that over the next many months I’m going to be working hard to try and help fully fund it.
I have just created a just giving website and edited this post appropriately. You can find it at https://crowdfunding.justgiving.com/ict-in-yabraso
I beg you that when I do to think strongly and consider giving as much as you can. This will truly be life changing for many children in my local area in Ghana and any additional money will not go to waste at it can go towards buying either replacement computers when one eventually breaks, or to starting to raise money for a science laboratory at my school in Nsawkaw, for similar reasons and calculations as this.
The JHS school. Sylvester is the teacher sitting in the centre
The whole of the Primary school. The man in the blue shirt is Jacob, the headteacher.
It was world AIDS day recently. Although in the UK these types of ‘world day’s get a nod off recognition they often don’t get much more than just this minor lip service.
Here in Ghana though world AIDS day is a big thing.
Obviously AIDS is a big thing in Africa in general but because Ghana is one of the richer African nations I think things are better than average here in terms or infection rates and prevalence (when I asked I was told Nsawkaw doesn’t really have anyone with AIDS) but it is still taken seriously and so world AIDS day is still a big event.
In my district (Nsawkaw-Tain district) all the schools get the day off and there is a big rally in Nsawkaw that all the students go to regardless of if they live locally or further away and come in a school bus.
At the rally there is a lot of singing and dancing to.music. There are also officials in world AIDS day t-shirts handing out AIDS awareness posters, free condoms and leaflets.
Everyone is pretty free and happy, I bumped into some off my students who I took a photo of and they were quite happy to talk about it.
I wasn’t able to stick around for long, which was a shame as I had to go to Sunyani to renew my entry stamp but it was a really fun atmosphere.
As I left they had just organised a rally march through town with banners, a big band and so on, dancing and singing the whole way.
Although I had to leave I was told that over the day there would be many talks about AIDS, AIDS prevention, etc and that they would be providing free testing for AIDS and Hep B for everyone.
World AIDS day t-shirt and poster
Some of my students from Nsawkaw
A crazy (but fun) group of children. Once I’d taken their photo once they followed me around until I left asking me to take more photos.
I didn’t see so many towns people there, but with the march and general atmosphere there is no way they didn’t know about it.
AIDS, Hep B, and sexual health in general are very important things. This may be TMI for some people (but that’s the precise problem) but regardless of necessity, I try to get a sexual health checkup roughly once a year.
In the west sexual health and associated problems are often taboo subjects, as sort of seems with the whole Hollywood actor AIDSgate, so it’s refreshing to see it being taken seriously in a public setting.
Lets let Africa set the trend for the west here – let’s try and see more AIDS and other sexual health diseases awareness, discussion and compassion rather than stigma, lack of knowledge and treatment as a taboo.