Monday, Jan 13
Today, our class visited La Enobal Jr. High School. This is
a public school whose student body comes mostly from the rural areas. Students
share a desk and there appear to be approximately 20 students in each
classroom. We observed sixth graders and we were able to interact with them.
The students were very excited to see us. The students that I spoke with were
eager to share what they were learning with us. Students have five periods a
day and those include French, Worship, Social Studies, Maths and Composition. The
usual school day is from 8 a.m. to 3 p.m. Many children don’t have access to
the public library because of their living arrangements. The Accra library is
located near Makola market. Private schools can afford to build their own
libraries but are expensive to attend. Schoolchildren wear uniforms, and pay
schooling fees and for their own textbooks. Schooling is free through high
school besides these fees. Lunch is not paid for most of the time for students.
Parents pay a tuition for high school. There are exams at transitory stages for
students to pass until they can continue their education. Students who need to
be disciplined are caned.
When I spoke with some students in the class, they were
eager to learn about how things are done in America. I spoke about President
Obama’s goal of attaining healthcare for every US citizen. We also talked about
pollution. The students were amazed to find out that there were areas of the
states where littering could cause arrest and monetary fines as large as $300.
The social studies class was also learning about Ghanaian culture. They were
learning things like values, beliefs, and outdated practices. One student asked
if it was true that you could get arrested for homosexual behavior. I said that
it wasn’t done, and there were areas of the states where homosexuals could
marry, but people had a lot of varying opinions about it. In Ghana,
homosexuality is seen as a perversion, and in a culture where childbirth is
expected of men and women, it’s understanding to see how bizarre it must seem
for the US to be accepting of such things. I was personally impressed to see
the sense of community the students in the classroom had. They all were big
proponents of touching my arms (“I love white people!” a boy exclaimed) and our
hair, which they weren’t used to seeing. A group of students clapped, stomped,
and sang some songs to me. They had a contagious enthusiasm. Sweat poured off of me in rivers and down my chest, spotting my blouse. "You're perspiring!" a girl said and was quick to grab some folded paper to fan me down diligently. A boy saw the scar on my forehead from a childhood accident and said "Like Harry Potter! Harry Potter's sister!" I asked him if he'd read the books. He said no, but he had watched the movies!
Our class donated two boxes of books, art supplies, school
supplies, etc. to La Enobal Jr. High before our departure. When we exited the
building, a bunch of primary students from a neighboring school ran out to
greet us. The young children were very excited to see us and were cheering. We
engaged the children in some songs such as “If you’re happy and you know it”. The
kids trailed after our bus as we departed and waved goodbye to us.
I had lunch at Melting Moments, which is a restaurant in
Labone. I wanted to order steak, but they had no steak. I settled for roast
beef for a second, but they had no beef, period. I wanted a banana chocolate
milkshake and they had no smoothies or milkshakes. I ended up having a BLT and
a coke. My stomach was upset and the bathroom didn’t work, so I was quite
uncomfortable… but I digress. After lunch, I stopped at the Artist Alliance Gallery
with a couple of classmates in order to look at some fine art. The center was
amazing! There were three stories of paintings, sculptures, baskets, beads,
clothing, fabric, necklaces, posters, books, and more. I did not leave empty
handed. My classmates and I all jumped into the public bus/taxi system that
Ghana’s residents use to get around. These are called trotros. They carry as
many people as possible (12 or more). They’re hot, with no A/C and you have to
ride very close to strangers who think it’s funny you’re riding with them. The
van drops people off at various stops and each person pays a cedi for passage.
We were dropped off in an unfamiliar area of Labone. We all walked for a bit
hoping to recognize the restaurant landmark that is located by NYU Accra
Campus, Churcheese. However, we took a wrong turn or three. After fifteen
minutes of wandering around the hot street we hailed a cab and found our way to
campus for our lecture.
Our class later had a lecture on Education and Curriculum
Development by Professor Akosua Anyidoho, the Director of NYU Ghana.
We learned the structure of modern education is the
following. First, in Basic Education, children receive 6 years of primary
education and 3 years of junior high. Secondary Education is 3 or 4 years of
Senior High (depending on what politicians decide is appropriate at the time).
Finally, University education involves 4 years of teaching. Only ~ 3 to 5% of
Ghanaian students are able to culminate their studies there.
There was a reform in 1987-1988. The objectives of this
education reform was to decrease the length of pre-tertiary education from 17
to 12 years. It was also to increase access to education at all levels;
particularly at the basic and secondary levels. The introduction of prevocational
training and general skill training to equip graduates of basic and secondary
levels for gainful employment also occurred as a result. The basic education
curriculum includes English, Maths, local language, social studies, religious
education, Internet tech., and Physical education. In Jr. High students add
Integrated Science, Technical Drawing, and Agricultural Science. Our class
learned that local language is the language of instruction for the first three
years of a student’s career. After that, English becomes the language of
instruction. This can be compared to immigrants in the US. There are negatives
involved; namely that there is an increasing level of disconnect between elders
and children. Children struggle to communicate with other people from their own
region. There are approximately 250 languages in Cameroon, 170 in Nigeria, and
about fifty in Ghana. There are approximately 210 districts within. If
education is decentralized, only one language would be eased for each district.
Others argue that problems in the country cannot be linked to languages.
In JHS students take the BECE, and must pass in order to
proceed to the SHS level. SHS students take the WASSCE, which is an exam they
must pass to proceed to University. Although the educational reform decreased
educational duration from 17 to 12 years, some negatives of the process are
poor quality teaching and learning, weak management capacity at all levels, and
inadequate access to education, especially at the SHS/Uni. Levels. The average
teacher’s salary in Ghana is $8,000 to $11,000.
On paper, education for children who have disabilities is
required, but it isn’t enforced. Children on the streets are selling goods or
begging; this is a reality. The aim of Ghana Educational Services is to decrease
this.
The increase in population has increased the competition
levels for getting into Universities. If a student fails the BECE (transition
from JHS to SHS) they are finished. They currently cannot retake the exam at
any other time. Students must receive “Ace” in all 8 subjects to be considered
for a medical school interview. In University, free housing and meals are
provided. Additionally, job security was guaranteed. Many graduates leave Ghana
for external opportunities to make more money. Ghana has a relationship with
Cuba. Doctors come in to the country to supplement the approximately 1500
doctors in the hospitals in this country. The population of Ghana is 1,000,000.
Fufu and hot soup, rice and beans, plantains, spaghetti
For dinner, I ate some Ghanaian food, because I’m too
stubborn to only eat French fries and rice. It turns out it was our last night
eating at Tante Marie. I had some beans and rice, spaghetti, fufu (a soft
corn-like sphere) and extremely spicy soup. This was a mistake. I paid for it
the next morning.
That evening, myself and 11 other classmates headed over to
the seamstress’ house to get fitted in our dresses. She wanted to make sure
that they were coming out the right way and if we needed to make any
adjustments, she could place pins and make notes to do so. We are hoping the dresses
will be completed by Friday when we are having our farewell dinner. I was
unhappy because my little clutch wallet had come unstitched on one side, and
the seamstress quickly patched it up for me. She refused payment, but I left
her with a cedi anyway. While we waited for our classmates to do their fitting
in groups of three at a time, the rest of us talked about our “life stories”
and personal lives. We waited in the patio and although it took a long time I
enjoyed getting to know my classmates a little bit better. I will be sad when
Abigail has to go back to school. Wednesday night is our last night with her
being our “guide”/helper/cultural navigator/etc. She’s incredibly kind and has
a big and sweet heart.
We didn’t get back to the hotel until after 11:00 p.m. I was
too tired to write.
Tuesday, January 14
In the morning the hotel served cinnamon banana crepes for
breakfast. I had those, and chased down my anti-malarial medication and an
Immodium pill with two or three glasses of freshly squeezed pineapple juice. I
felt sick.
We visited New Horizon Special School, which is the first of
its kind in Ghana. To my dismay, they did not allow any photography on the
premises. It is a parent-sponsored school for children with physical and
learning disabilities. There are 120 students there. It has been open 42 years
now. While half of the school is dedicated to a modified curriculum, including
life skills training, part of the school is dedicated to vocational training.
We spoke with the owner of the school, who gave us information about its
demographics. Many husbands end up deserting their wives and families thinking
they are witches for birthing a disabled child. Many of the children are raised
by single mothers. Because it is so expensive to attend school, about 30% of
the students are supported/sponsored by a Dutch group. The youngest student is
age 3. The most common populations served are diagnosed with Autism, Down
syndrome, and Cerebral Palsy. At the school there are two physiotherapists
(like PTs) and one speech therapist if present if they can afford to pay them.
About 30 students at the school need PT. The PT helps to loosen tight joints
(particularly for CP), massage muscles and accommodate students can’t sit into
normative chairs. There is also a rudimentary sensory room being built, but
there aren’t many supplies and there are no OTs working there.
Classes at the school are grouped according to ability and
are labeled by flowers. When students display competency at one level they are
moved to the next. For example, there is the Lilac class, the Sunflower class,
etc. A small percentage of students are able to be mainstreamed with the
“normal” students. At New Horizons there are five levels of education before
moving to vocational training. There is a waiting list to go to the school
because many can’t afford to go.
Broken glass embedded on top of the wall for security.
The NYU Art Therapy program was here for a residency of
three weeks. I was able to see some mural work they had done while they were
there and felt a little nostalgic for my art therapy education and the days
when I had more time and energy to produce artwork.
The Rose Class had adult students who were 57 years old, 27
years old, etc. but too severely disabled to function in Ghana’s society. And
finally, we looked at the vocational program where men were weaving baskets,
men and women were dying fabric in the Petik method, and sewing/making art.
Petik is when wax is applied to white fabric to preserve the white design when
colored dyes are applied to the cloth. There was a gift shop available for
students to purchase crafts made by the students there. We donated another two
boxes of books to New Horizons before departing to our next location.
Our third school to visit, (the second of the day) was Awaa
Waa 2. This is a smaller treatment center, consisting of three classrooms
designed for kids with disabilities, particularly speech. Mary, the coordinator
of the center, has a 10-year-old daughter with severe autism. This inspired her
to open the center. Awaa Waa means “to embrace”, and the center’s goal is to
embrace children with language difficulties due to Down’s syndrome, Autism, CP,
cleft palate, etc.
The center runs small groups. There are 24 kids aged 3-12
years old there and 11 staff members. For those doing well, this area serves as
a transitional stage to a mainstream school. Kids who come there stay for 3, 6,
or 12 months. The center wants the students to increase eye contact, increase
sharing of toys with others and improve socialization. Many children are
non-verbal. Children may also display socially inappropriate behaviors like
yelling, running in circles and spitting. There is a speech and hearing
assessment clinic located behind the main building that can help diagnose those
who are impaired. Unlike New Horizons, this school is open for less hours each
day (9 a.m. to 2 p.m.).
From 8:30 to 9:30 students are given an hour of free time.
This is especially useful for those that need to burn off excess energy in a
productive way. Students can play inside or outside. At 9:30 to 11:00 students
are engaged in academics. The curriculum was working on awareness of the
surrounding world. The staff use photos and words to ID objects for the higher
functioning kids. Employees are required to volunteer for 5 weeks, and then
they are trained. Reports are written every day for every child. Some students
leave at 12:00 noon because they live so far away from the school. Others stay
to engage in other activities such as drawing and blowing bubbles.
Volunteers work as aides in the school setting for part of
the school day, once or twice a week. Sign language is taught here by a woman
who donates her time when she can. Volunteers are, unfortunately, often few and
far between. Mary asked that we all reach out and spread the word that they are
seeking people to help them.
The school runs on donations too. Chairs were donated but
are already worn out by some of the more physically active children. Our class
donated two boxes of books to the students. It was sweet to see one of the
girls look at some of the books. Although she was non-vocal, she seemed curious
about the gifts bestowed upon her.
I was feeling sick and skipped lunch today. I came back to
the hotel and slept for two hours during the lunch break instead of getting
anything to eat. Once we got to campus the electricity was out. Luckily, we
went into a different classroom equipped with fans, and got to work.
Neila Sage, a recent Steinhardt graduate, was the guest
speaker for our lecture this afternoon. The topic of today’s lecture was Girl’s Education in Ghana and the Gifted
Program.
In the 1990’s and 2000s, there was a push to increase girl’s
education. Educational programs for girls have been statistically shown to
decrease poverty rates and contribute to the growth of the GDP. There were
education reforms by the local and international NGOs (Non-Government
Organizations). The NGOs help by providing school fees, uniforms, and lunches.
They ended up coming up with several goals to achieve with dates as the end
points. The first goal was to see universal primary education achieved for
children worldwide by 2015. Their third (of 8) was to promote gender equality
and empower girls. By 2015, gender equality would see an equal amount of boys
and girls in school settings. By 2020, they want to see equal access for girls
at the SHS level.
These are lofty goals. The current state of girl’s education
is 3 boys: 2 girls ratio in Ghana. 16% of school-aged kids are not in school.
We see particularly high rates of dropouts in transitory stages, such as in
between Primary and JHS, JHS/SHS, and SHS/University. Girls may drop out after
primary school more frequently than at the SHS level. Once a girl reaches the
SHS level she is much more likely to go on to tertiary education. Speaking of
girls at the SHS level, approximately 45% of them enrolled from 2012-2013 were
girls. Although program options include business, home ec, sciences,
accounting, and tech ed., many students follow traditional gender roles.
The following are barriers to girl’s education: Cost (fees,
books, uniforms, and kids working at home. The labor law states children under
15 can do “light work” but does not define light work.), Early
Pregnancy/Marriage, Traditional Gender Roles, Male-dominated learning
environment, and safety/inadequate facilities. A girl who gets married early is
more likely to drop out because her husband has control over whether or not her
education continues. Men also have control over what opinions a woman may
express to others, as was evidenced by Mary earlier at New Horizons when she
treaded delicately around controversial topics.
(Side note: 52% of the population of Ghana lives on $2 or
less every day. Girls on their periods are often unable to afford sanitary pads
so they stay home from school. If they do have access to pads they have nowhere
to discard them at school. This is one example of a male dominated learning
environment.)
The Gifted Program is designed by NYU to promote female
leaders. The NYU School Steinhardt of Education/Culture, Nursing School, and
Wagner (public policy) contribute to this program. The program is funded by an
agency in Spain and their mission statement is to promote girls’ education. The
program description is that it is a 3-year grant project. There are 12 women in
each cohort and 3 cohorts involved, with ultimately 36 women. Applications are
accepted by NYU in groups (not individual applications). The ages of the people
accepted are 28-65. The groups talk about career development plans and about a
project they want to implement in their schools. These projects are designed to
meet the needs of the girls in their school. Ultimately, in NYC, there are
conference presentations where groups wrap up and summarize the effects of
their programs. They are pressured to prove the program is successful because
funding comes in for the programs which have a high level of effectiveness. The
programs measure self-perception, confidence, community awareness, and
self-efficacy surveys (on a LIKERT scale).
Some of the groups are the Art for Life Girl’s Club, where
20 girls ages 10-15 create jewelry to sell to afford school items. In JHS,
there is the Amazing Girl’s Club, which preps girls aged 14-17 to take the
Basic Education Certification Exam in Math. In Primary and JHS, there is the
Girls of Difference Club, and it is composed of 75 girls ages 6-18 who are
learning traditional African dance. The Primary School has the Little Gifted
Girl’s Club, which helps 25 girls ages 10-14 with learning disabilities as they
do tie-dye and Petik crafts. The Creative Minds Girl’s Club has two deaf girls
in their group. Their topic of choice is improvement of literacy and numeracy.
The final program we learned about was the GIFTED Winneba program. That
includes 12 teachers who are doing a leader development program.
Our class launched into a discussion about gender and
education. We spoke about the discrepancy between higher percentages of women
in USA colleges than men but the glass ceiling and salary inequalities. Were
men falling behind women and did they need services catered to them the way the
Gifted Program had clubs for women? This was a contented point of discussion
but resolved in the knowledge that women had less resources, less space and
less material to work with while men had these and more. We spoke about gender
roles and whether or not they truly were a barrier to women’s education. There
was some debate over whether the Gifted Program was really progressive when
many of the clubs focused on traditionally feminine activities. We also learned
a little about allegations of child abuse in the educational system. If a child
shows up to school with bruising multiple times, the teacher will ask the child
what is going on and also go as far as to go to the parent’s home and talk to
the parent. There does not appear to be any sort of mandatory reporting service
like in the US and child services, but there is an organization which deals
with women’s and child advocacy which is similar in nature.
The three tiers of our class were reviewed at the end of the
lecture today. At first, we were involved in the physical/sensory aspects of
disability, the social relationships within, and the learning environment. The
next portion of class we broadened our focus to also include community in the
classroom, family and community outside of the classroom, gender, economics,
personality, and religion. This final portion of class (I can’t believe it, but
we only have four days left) is focused on critical thinking to access resources,
teacher training and support to implement programs, and follow through to home
and community.
The big picture is that public health issues often take
priority over disabilities in Ghana; water sanitation and malaria for example.
However, with that in mind, the limited resources available to those working in
educational programs are being channeled more seriously into the areas where
there are deficiencies. This problem is not limited to Ghana; at NYU in NYC two
guest speakers in another of Anita’s classes were unable to present smoothly
because they couldn’t stand at the podium available. They couldn’t switch their
PowerPoint slides or use the microphones which are instated there. There is a
lot of work to be done close to home, even in our “developed” nation.
Tonight for dinner I had a chocolate milkshake, a coke, and
a lobster and mango salad for approx. $25. I don’t feel too guilty for pigging
out since I skipped lunch in favor of resting. The lobster and mango salad was
served with melted butter. It was very good. I hope that my stomach settles… the
Ghanaian TUMS taste like chalk.
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