Transforming Foundations

Dear Lead For Ghana Community,

Welcome to this week’s edition of Briefings From Lead For Ghana, brought to you by OFI. Here’s what to expect:

1. School Spotlight: Asarekrom D/A Primary School - Transforming Foundations

2. Alumni Spotlight: Alhassan Tofiq - Embraced Responsibility

3. Education News in Africa: Ghana’s Education Minister has called for TVET training to shift toward 90% practical and 10% theory to strengthen employable skills, while across Africa the growing importance of robotics in schools is underscored by the global success of students from Unique Child International School, who won top honours at the Avishkaar International Robotics Competition spotlighting why preparing children for an AI-driven future is no longer optional

School Spotlight: Asarekrom D/A Primary School - Transforming Foundations

Asarekrom D/A Primary School was established in 1964, beginning with only Class One. At that time, the District Education Office was located in Goaso. Over the years, the school expanded gradually and now has a student population of 129.

In 1974, a middle school was introduced, making Asarekrom Middle School the only school in the surrounding area. Students from nearby communities: Durowakrom, Tettekwao, Denyase, Kofibengkrom, Siiso, and Afodowa walked long distances to attend. By 1978, a Junior High School was added, initially with separate heads for the primary and JHS sections. Eventually, the school was reorganized into a cluster under one headship, which remains today.

This term, the school introduced the National School Feeding Programme, positively influencing student attendance and engagement. Despite this progress, the school faces challenges that impact learning and teaching quality.

Asarekrom D/A Primary School serves as an educational hub for surrounding communities. The school faces academic, social, and infrastructural challenges:

• Academic: A shortage of teachers limits individual attention, and many learners struggle with foundational literacy and numeracy.

• Social: There is a lack of structured student clubs or associations, limiting opportunities for collaboration, social-emotional support, and experiential learning.

• Infrastructural: The school lacks a library, has JHS classrooms that need renovation, classrooms without functioning electrical sockets, and no staff common room, which limits teacher productivity and lesson preparation.

These challenges collectively affect students’ holistic development, but community involvement and committed educators offer hope for transformative change.

Musah Awal Zampuu – Basic Two

Musah Awal Zampuu teaches Basic Two at Asarekrom D/A Primary School, covering English, Mathematics, Science, Creative Arts, History, and R.M.E. When he first arrived, his class of 16 learners faced significant gaps: Fifteen could not count up to fifty, all struggled with letter sounds, and six could neither write nor pronounce the alphabet. These challenges highlighted the urgent need for foundational literacy and numeracy interventions.

To address this, Musah introduced differentiated instruction, hands-on counting activities, and one-on-one support. He also incorporated action-based learning techniques to make lessons interactive and engaging. By the end of the first term, ten learners could count up to fifty. Within two months of the second term, thirteen could count to fifty, and seven could even reach one hundred and fifty. In literacy, all learners now correctly pronounce the alphabet, and most can write letters and produce their sounds accurately.

A standout transformation was Gerald Osei Bonsu, a student with irregular attendance. Through a home visit and parent engagement, Musah helped him establish consistent routines, which improved both his attendance and learning outcomes.

This experience strengthened Musah’s leadership skills, teaching him patience, initiative, and the importance of engaging families. With the school’s supportive community, he remains optimistic about the future of his learners and their academic growth.

Doreen Ennison – Basic One

Doreen Ennison teaches Basic One at Asarekrom D/A Primary School, covering Literacy, Numeracy, and Science. When she started, her learners struggled with reading, writing, and basic numeracy. Many were shy and lacked confidence, while limited resources made teaching more challenging. Students from neighboring villages faced additional hurdles, particularly on rainy days, and hunger often caused them to lose focus after the second break.

To address these challenges, Doreen introduced interactive teaching methods, including storytelling, role-playing, and educational games to make lessons engaging. She also organized occasional programs such as International Day of the Child and International Women in Science to motivate learners and expose them to broader opportunities. Night study sessions for JHS learners were initiated to provide extra academic support.

Over time, her students have shown remarkable progress. Many can now spell level-appropriate words during dictation, write letters and numbers correctly, and participate confidently in class activities. Beyond academics, learners have gained self-assurance, singing during worship and volunteering answers.

This journey has taught Doreen the power of patience and creativity in driving transformation. She is encouraged by the resilience of her students, the support of teachers, and community involvement. With continued engagement and structured support, she believes the school can become a safe, nurturing, and high-performing environment for all learners.

Sualisu Abdul-Rahman – Basic Three

Sualisu Abdul-Rahman teaches Basic Three at Asarekrom D/A Primary School, covering Numeracy, Literacy, Science, Religious and Moral Education, History, and Creative Arts. When he first arrived, learners faced significant challenges: many could recite the alphabet but could not identify letters or write their own names correctly. Pronouncing letter sounds and blending words was difficult for most students. Numeracy skills were also limited, with learners struggling with basic addition and subtraction involving two-digit numbers. Attendance was irregular, with some learners attending school on alternate days, which affected their academic progress.

To address these issues, Sualisu introduced differentiated teaching techniques, tailoring lessons to individual learners’ needs. He ensured that all students were actively included in class activities and conducted home visits to engage parents about the importance of regular attendance and support at home. One example is Janat, who previously missed school frequently; after a home visit, she began attending consistently and gradually developed literacy skills, including letter recognition, phonics, and basic reading.

Through these efforts, Sualisu has seen noticeable progress across the class. Beyond academics, this experience has strengthened his patience, resilience, and leadership skills, reinforcing the value of collaboration with parents and the community. He is hopeful that with continued support, Asarekrom D/A Primary School can nurture confident learners who achieve academic success and personal growth.

Alumni Spotlight: Alhassan Tofiq - Embraced Responsibility

Born and raised in Lingbunga in the Tolon District of the Northern Region, Tofiq’s entire educational journey from primary school through university was shaped by the very communities he now seeks to impact. Tofiq’s professional journey has been grounded in community-focused work. After national service with Vanguard Assurance and attachments with the Ghana Developing Communities Association, he discovered the Lead For Ghana fellowship, a program he learned about while serving his country. Drawn to its mission, he joined the fellowship and was posted to Kenyasi, a rural community in the Asutifi North District. The experience was both challenging and transformative. 

It was in this environment that Tofiq embraced the responsibility of improving learning outcomes. He introduced a “no vernacular speaking” campaign to strengthen students’ English proficiency, launched a spelling bee club, organized extra English classes, and facilitated quiz competitions that boosted learners’ confidence and academic performance. Alongside two fellows, he co-authored a proposal that secured funding to refurbish the school’s ICT lab, an achievement that expanded students’ exposure to digital literacy. His leadership also propelled his students to a second-place finish in a youth debate and public speaking competition.

Today, Tofiq serves as an Interim Radio Officer at Lively Minds Ghana, where he supports the implementation of early childhood development programs. He credits the fellowship for shaping his understanding of foundational learning and deepening his commitment to early childhood support skills he now applies daily in his work with communities and caregivers. Looking ahead, Tofiq aspires to become an education policy analyst, advocating for stronger policies and targeted investments that will uplift children in rural communities, particularly in the area of foundational learning.

When offering advice to current Associates, Tofiq’s message is intentional, “Embrace the fellowship fully. Move beyond classroom instruction and approach the experience as a platform for leadership, innovation, and community partnership. The fellowship is an opportunity to identify challenges, design creative solutions, and build the relationships that make sustainable change possible.”

Education News In Africa

Ghana: TVET education should be 90% practical and 10% theory — Education Minister

The Minister for Education, Haruna Iddrisu, has called for a major shift in the structure of Technical and Vocational Education and Training in Ghana. He said TVET programmes must prioritise practical training to better equip students with employable skills. Speaking in an interview on Accra-based TV3’s New Day programme on Thursday, March 5, the Tamale South MP asserted that he doesn’t see the need for TVET education to be only 70% practical. (Source: Modern Ghana)

Africa: Preparing African children for the AI future – Why robotics is no longer optional in African schools

Ghana’s Education Minister has called for TVET training to shift toward 90% practical and 10% theory to strengthen employable skills, while across Africa the growing importance of robotics in schools is underscored by the global success of students from Unique Child International School, who won top honours at the Avishkaar International Robotics Competition spotlighting why preparing children for an AI-driven future is no longer optional.
(Source: JoyOnline)

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Lead For Ghana is a movement of solution-driven leaders expanding educational opportunities to all children in Ghana. We are a Ghanaian not-for-profit organization with a firm conviction that education is the most powerful solution to all societal problems and the medium to provide equal opportunities. So we commit people, funds, and ideas to ensure that all children in Ghana can attain an excellent education.

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