We travel junkies love a good adrenaline filled adventure to write home about, (or to post about on our blog as the case may be). We love to climb a mountain or go to the top of a building and take breathtaking pictures to post online and email to friends. But after we go home, tell our stories, and give out the souvenirs we brought back, the most precious takeaways are the relationships we’ve built across cultural and geographic divides, and the knowledge that we made a difference in someone’s life.

My mission while working with Pagus:Africa was to evaluate the quality of education students were receiving in the new Airfield school building, and to learn more about the population of students we are serving there. The task was not an easy one. Before I could observe classes, I had to win over the teachers and headmaster. Once I was in the classroom, I witnessed things that made me feel disheartened and sometimes uncomfortable. From my Western perspective, I often found the teaching style and discipline tactics frustrating and ineffective. I surveyed approximately 80% of the student population, overcoming a language barrier with the help of two student translators who became my research assistants. We surveyed as many students as we could each day until my computer battery died. I walked to the villages where the students lived and interviewed family members, often waiting an hour for transportation home afterwards.

Through this process I formed close relationships with the Ghanaians who saw the value in what I, as a part of Pagus:Africa, was trying to do. The family I lived with became my family. I would share my concerns with them as I would with my own. They were encouraging and supportive in any way that they could be. Likewise, a woman from the government who works with the school system became our biggest advocate. She would come to our house to talk, and then go to the school and fight for the necessary changes. I formed a very close relationship with the two students who were my research assistants, especially once they became comfortable around me. In Ghana there is much reverence given to elders, so relationships with those in different age groups can have a formality to it unlike what I am used to in the United States. It took a while for my research assistants to let down their guard with me, but once they did, we formed a close bond. Outside of my work, I formed relationships with many others. A boy who lived near our house would go on long Sunday runs with me, sometimes running five miles in flip-flops as we shared my Ipod, one ear-bud for each of us. The people we saw regularly around town became friendly with us- the attendant at the internet café, our favorite sellers at the market, the woman at the fruit stand, and the cashier at the grocery store, all knew us and extended warm greetings.

As a volunteer of Pagus: Africa, I felt I had a lot of independence and autonomy, but at the same time I benefited from the support of an existing network that has been built around the organization. As a Pagus volunteer I felt welcomed and valued, even as I confronted challenges. In the end, I worked closely with the Executive Director to figure out how best to move forward given the findings of my research. She was very receptive and appreciative of my work, and in the end, many changes were made. I feel very proud of the contributions I made to the Airfield school, although there is still a lot to be done.

This is a perfect volunteer opportunity for someone who is not afraid to live outside of their comfort zone, someone who is strong-willed and yet culturally sensitive, and someone who is motivated to truly make a difference. There is no cookie-cutter experience here. You bring to the table your own skills and ambitions, and make of this experience what you want. You have to be ready to engage and connect with people inside and outside of the Pagus network, and not get discouraged when change doesn’t come as quickly as you hope. This is a great opportunity to make a huge impact on the education of eager Ghanaian youth, and a chance to make unique and meaningful relationships as well. And of course there will be no shortage of adventure, breathtaking photos, and souvenirs for your loved ones.

Dear Reader,

The term started early January 2012 and was characterized by numerous activities.

Apart from positive class participation, we had other highlights such as; sports and games and debates.

The sporting activities were organized by the Ghana National Association of Private Schools (GNAPS) for all private schools on district bases. BFSC also participated in the boys under 12 and 15 football game and won the trophy for the under 15, the girls football debate all team, made up of only under 15 players also won the trophy.

The kids were very excited to bring two trophies back and the trophies are being displayed at the school for everyone who visits our school to see, how proud we are of ourselves and our school.

The other event is our annual competition between three houses in the school (Aggrey, Danquah, and Nkrumah) houses. The debate was held in three rounds and Aggrey was knocked out at the early stages of the competition when they debated with Nkrumah on the topic “Doctors are more Important than Teachers”. After losing this debate they met with Danquah on the topic “Corporal punishment should be Abolished in Schools” and this too they lost. Leaving Nkrumah and Danquah to debate on the topic “ Ghana’s Agricultural food Production is Not Sustainable”

This final debate was won by Danquah and second was Nkrumah. These are the most exciting aspects of these term, we will want to share with all readers out there.

Written by,

Mabel Glover

• Work with staff to improve classroom management. The volunteer will develop and conduct teacher workshops to address this and other areas where teachers request assistance.
• Spend time observing in the classroom
• Coach/mentor teachers on how to implement techniques learned in workshop(s).
• Identify and work with those children or groups of children who are presenting behavior or social problems. You will be assisted by someone who speaks the local language.
• Work with students to give them effective tools to manage common problems and complaints.
• Submit weekly reports via email on work accomplished, overall experience, and observations and submit

Desired Outcome: Students and teachers will have new ideas and tools to experiment with and implement. The volunteer will provide recommendations for continued avenues of support for individual students, teachers and administrative staff.

Qualifications:

• Experience or training in counseling
• Ability or experience in working with other cultures, especially W.Africa.
• Leadership skills. Ability to work with, inspire and empower community.
• Organizational skills. Ability to gather and transcribe information from interviews and help develop and implement ideas.
• Listening skills. Though English is widely spoken, understanding is not only found in the words spoken however, but rather through the underlying meaning. Sensitivity to cultural differences must be acquired.
• Experience and knowledge of W. African culture and education system is a plus.
• Other attributes will be: Ability to be a good detective and probe gently. Candidate will need to look at what is said and what is not said. Be patient but results oriented – not easily side-tracked. Interested in learning and teaching.

Accommodations:  Housing and dinners will be provided. Simple rooms with electricity and fans are the norm.  Volunteers are made very welcome and are well looked after throughout their stay. Please discuss any special requirements/requests so we can see how to best make you comfortable.

Cost of volunteering | Volunteer Application | Explore more volunteer opportunities

• Work with staff to improve classroom management. The volunteer will develop and conduct teacher workshops to address this and other areas where teachers request assistance.
• Spend time observing in the classroom
• Coach/mentor teachers on how to implement techniques learned in workshop(s).
• Identify and work with those children or groups of children who are presenting behavior or social problems. You will be assisted by someone who speaks the local language.
• Work with students to give them effective tools to manage common problems and complaints.
• Submit weekly reports via email on work accomplished, overall experience, and observations and submit

Desired Outcome: Students and teachers will have new ideas and tools to experiment with and implement. The volunteer will provide recommendations for continued avenues of support for individual students, teachers and administrative staff.

Qualifications:

• Experience or training in counseling
• Ability or experience in working with other cultures, especially W.Africa.
• Leadership skills. Ability to work with, inspire and empower community.
• Organizational skills. Ability to gather and transcribe information from interviews and help develop and implement ideas.
• Listening skills. Though English is widely spoken, understanding is not only found in the words spoken however, but rather through the underlying meaning. Sensitivity to cultural differences must be acquired.
• Experience and knowledge of W. African culture and education system is a plus.
• Other attributes will be: Ability to be a good detective and probe gently. Candidate will need to look at what is said and what is not said. Be patient but results oriented – not easily side-tracked. Interested in learning and teaching.

Accommodations:  Housing and dinners will be provided. Simple rooms with electricity and fans are the norm.  Volunteers are made very welcome and are well looked after throughout their stay. Please discuss any special requirements/requests so we can see how to best make you comfortable.

Cost of volunteering | Volunteer Application | Explore more volunteer opportunities

The Air Field School was established in 1990 as a community school and is under the care of the Ministry of Education. It serves about 5 surrounding villages namely Agbokorpe, Mefikorpe, Xedzrokorpe, Klomakorpe, Duncankorpe and Andokorpe.“Korpe” in Ewe means village.  Each of these villages were named after the first person to settle there as is the case of most villages in Ghana.

Students walk between 2 to 5 km to come to school. Parents are mostly peasant farmers and there is a Fulani population that raise cattle.

Classes include Nursery though Junior High School, though the school was designed and built as a Primary School.

The children and community of Airfield are thrilled with their new school!

School population: 150 pupils from five surrounding villages.

Parent involvement: PTA – supplied unskilled labor.

Government Commitment: The government donated 10 bags of cement. We have agreed to furnish the school and get experienced and dedicated teachers on staff.

Continuing Challenges and Goals:

• Build housing for staff. All the teachers reside in Ho and take commercial cars to and from school as there are no suitable accommodations nearby. Requests have been made to add faculty housing on the school property.
• Build additional classrooms for Junior High School
• Improve quality of education so that at minimum, all students can read, write, and have basic skills when by the time they graduate from JHS3. (Pagus is committed to this aspect of the work specifically and we are putting our resources to work to accomplish this)
• Work with government to secure Airfield’s place in government feeding program and other available programs for this desperately poor community.

Project Description: Village elders requested our help to build a proper school to accommodate preschool through grade 6. The existing school  consisted of makeshift shelters that could not function in high wind and rain. Villagers were to provide labor and Pagus would oversee and finance the project.

Setting: Volta Region, near Ho along  the busy Lome Road. 6 acres of flat land.

Scope of Project:: 8 classrooms to accommodate 150 – 250 students plus office and meeting room, Sanitation facility  with squatting toilets flushed with harvested rain water.

Current Status: Completed March 2010! Library, shelving provided by Ghanaian government and books and management by Pagus:Africa, opened spring 2011.

Trees: Shade and fruit trees were planted in 2007 and more in 2010

Final Cost of Project: $52,000



Increase our visibility >Help improve our website, social media presence and Internet presence.

Fill out a volunteer application or call 610-645-0753 to learn more today!

Fill out a volunteer application or call 610-645-0753 to learn more today!

• Help find and organize appropriate venues (outdoor concerts, Church bazaars, etc), and/or run the tables with assistance from existing volunteers or your own friends and families. These sales are fun, they educate the community and help our projects move forward.

(All items sold help the artisans in Ghana and since we are a 100% volunteer organization, 100% of all the money raised goes directly into the projects we’ve committed to.)

Fill out a volunteer application or call 610-645-0753 to learn more today!

Fill out a volunteer application or call 610-645-0753 to learn more today!