Kalghin’s primary school, which is located in the heart of their community, has become a corner stone for meetings. It is additionally a place where increasing amounts of children are turning to receive a formal education. However, though this budding school responds to the community’s need for educational facilities, it has proven itself to be a challenge to keep up. With a roof made of hay and walls made of strewn-together materials such as woven mats and plastic sheets, this shelter has been unable to protect the student population from the environment. During the rainy season, the roofing and wooden supports often become soaked beyond use. During the dry season, the wind removes different layers of roofing or the make-shift walls. With the constantly changing climate, the classrooms often crumble under the weather, leaving the parents liable to repair any damages so learning can continue. For some parents, these issues have turned their sense of joy, which came from the accessibility of formal education, towards a sentiment of guilt for sending their children somewhere where they could possibly be injured, just trying to receive an education.
Tetrefu ICCES Centre is a community-based vocational school located in Tetrefu, Bosomtwe District in the Ashanti Region of Ghana. The school currently has 155 students at secondary school age. Established in 1986, it is a technical and vocational education and training institution that aims to provide skills to the youth of the community and its catchment area and especially learners from the poorest families.
However, poor infrastructure prevents the school from growing and attracting new students. The school is keen to build a catering workshop that will provide a modern and safe environment in which students can learn. Girls, in particular, often do not continue their learning after primary school, forcing them into low-paid work. Tetrefu ICCES currently does not have a proper catering workshop, and many lessons for cooking education have to take place outside. Efforts have often been made in the past to get the project off the ground. For example, the school has already developed a clear plan, prepared the land, and built the building partly with funds from the community. However, they lack the financial resources to complete this project.