Paragraph 1: The Have Fiakpokorpe and Sremanu communities in Ghana’s Volta Region received a significant boost to their educational resources thanks to a donation from the Accra-based NGO, CareerCompass Gh Foundation. Over 200 learners benefited from the donation, which included a wide array of essential learning materials. These ranged from curriculum-approved textbooks for teachers in core subjects like History and Religious and Moral Education (RME) to basic supplies like exercise books, mathematical sets, graph books, pens, pencils, erasers, and crayons. The donation also addressed practical needs, including sanitary pads, shoes, and even refreshments like biscuits and soft drinks. This comprehensive approach underscored the Foundation’s commitment to holistic support for the students’ educational journey. The event, held at the Have MA Primary School, marked a significant investment in the future of these young learners.
Paragraph 2: Dickson Asssan, the convener of CareerCompass, articulated the Foundation’s mission, emphasizing that the donation was not merely an act of charity but an investment in the potential of the children. He believed in the transformative power of education, viewing it as a crucial bridge to a brighter future and a powerful equalizer that transcends socioeconomic divides. Mr. Asssan’s personal narrative resonated deeply with the students. He shared his own humble beginnings, growing up on a cocoa farm in the Ahafo Region and walking long distances to attend school. His journey from a rural farm to becoming a chartered accountant served as a powerful testament to the possibilities that education can unlock. His story provided a tangible example of success born from perseverance and dedication, inspiring the students to pursue their own dreams.
Paragraph 3: Mr. Asssan’s message extended beyond personal anecdotes. He underscored the broader societal impact of education, highlighting its potential to break down barriers and create opportunities. He emphasized that education empowers individuals to transcend their circumstances, enabling them to compete on an equal footing regardless of their background. He illustrated this point by stating that education could allow the child of a farmer to sit at the same table as the child of a president, signifying the leveling effect of education. This message resonated particularly strongly within the rural context of Have Fiakpokorpe and Sremanu, where access to quality education can often be limited. By framing education as a catalyst for social mobility, Mr. Asssan sought to instill hope and ambition in the young learners.
Paragraph 4: Recognizing that education is a collaborative effort, Mr. Asssan extended his call to action to the parents and teachers. He acknowledged the importance of traditional livelihoods like farming and hunting but encouraged the community to embrace the broader possibilities that education could unlock for their children. He envisioned a future where children from these rural communities could aspire to professions such as law, medicine, teaching, or even national leadership. This vision challenged the limitations often imposed by rural settings and encouraged the community to invest in the potential of their children. Mr. Asssan also expressed gratitude to the various organizations and individuals who contributed to the donation, including NurtureUp Legacy Foundation, EmpowerEdge Hub, and his own wife. This acknowledgement highlighted the collaborative nature of the initiative and emphasized the importance of partnerships in achieving meaningful impact.
Paragraph 5: The impact of the donation was palpable, as described by Matthew Yaw Nyatuame, the headteacher of Have MA Primary School. He explained that the supplies would address a critical shortage of basic learning materials, which had hampered the students’ ability to fully engage in their studies. The lack of resources like exercise books, pens, and pencils had created significant obstacles to learning. Mr. Nyatuame also highlighted the infrastructural challenges faced by the school, particularly the lack of dual desks, which forced students to sit on the floor. This uncomfortable and impractical arrangement negatively impacted the learning environment and hindered academic progress. He appealed for further assistance in addressing these challenges, including the provision of desks and teacher furniture.
Paragraph 6: Beyond immediate resource needs, Mr. Nyatuame identified a systemic challenge: the high dropout rate among students transitioning from primary school to Junior Secondary School (JSS). The long distance between Have Fiakpokorpe and Sremanu, where the nearest JSS is located, forced students to walk for over an hour each way, often leading to discouragement and early school leaving. To combat this issue, Mr. Nyatuame proposed the construction of a three-classroom JSS block in Have Fiakpokorpe, equipped with furniture, to make secondary education more accessible. This long-term solution aimed to address the root cause of the dropout problem and ensure that more children in the community have the opportunity to complete their education. Mr. Nyatuame concluded by expressing his deep gratitude to CareerCompass for their generous contribution, recognizing the profound impact it would have on the students and the community as a whole. He hoped that their efforts would inspire others to support the cause of education and invest in the future of these children.
