Ignited Hopes and Dreams…

Dear Lead For Ghana Community,

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

1. Beneficiary Spotlight: Mohammed Mutala Mohammed - Ignited Hopes and Dreams
2. Fellow Spotlight: Cosmas Damian Bio Mensah - Bridging Gaps with Creativity, Dedication and Perseverance
3. Alumni Spotlight: Stephen Antwi - Embodying the Spirit of Leadership and Dedication

Beneficiary Spotlight: Mohammed Mutala Mohammed - Ignited Hopes and Dreams

Inspired and influenced by the Lead For Ghana fellows who taught him during his junior high school years at Zagyuri Anglican Junior High School, Mutala decided to pursue his dreams of studying abroad, dreams he never thought could materialize due to his background. Mutala wasn’t particularly confident in his academic abilities, especially in subjects like mathematics. But the dedication and support he received from Lead For Ghana fellows, changed everything.?

Mutala recalls how these fellows were unlike other teachers in his school. They went above and beyond to engage students who were struggling or disinterested in school. Their passion for teaching helped students like Mutala not only improve academically but also grow in confidence. Mutala specifically remembers how Ama Oware, an English fellow encouraged him to take up a leadership role in school, even when he doubted his own capabilities. She saw potential in him, and with her support, he applied for a prefect’s position—an achievement that was previously unthinkable for him.

In the classroom, Worlanyo, a mathematics fellow, played a critical role in helping Mutala improve his mathematics skills, a subject that had always been a challenge. Through extra classes and personalized attention, Mutala began to excel in a subject he once struggled with. In addition, the fellows didn’t just focus on academics. They helped Mutala and his colleagues refine their grammar and communication skills by reading often with them and correcting them whenever they made mistakes, something that contributed to their overall personal development.

The fellows also instilled in Mutala a belief that education could open doors to endless possibilities. Ama Oware often spoke about the value of hard work and how education could transform one’s life, a message that deeply resonated with Mutala. She encouraged him to think big, telling him that with the right mindset and dedication, he could achieve anything - including studying abroad, something Mutala had always dreamed of but wasn’t sure was within his reach.

Inspired by these words, Mutala worked diligently, applying himself to his studies and pursuing opportunities that would allow him to further his education. From Zagyuri Anglican Junior High School, Mutala continued to Tamale Senior High School, and today, he is living his dream as a first-year student at the University of New Mexico in the United States of America, studying Networking Engineering. His journey from Zagyuri to New Mexico is a testament to the impact that dedicated educators can have on their students, helping them unlock their full potential.

While Mutala is enjoying his time and studies in the United States, his heart remains in Ghana. He is determined to use his education, experience and skills to address the networking and technological challenges facing his home country. His goal is to return to Ghana after completing his degree to contribute to the country’s development, particularly in the field of network engineering.

Mutala is also enthusiastic about the thought of becoming a Lead For Ghana fellow in the future. He desires to one day give back by helping other students in the same way that the fellows helped him.?

Mutala’s story serves as a powerful reminder of the difference that committed educators can make in the lives of young students. The Lead For Ghana fellows don’t just teach - they motivate, inspire, and empower students like Mutala to believe in themselves and pursue their dreams.

As he continues his journey, we are confident that Mutala will not only achieve his personal goals but also make a lasting impact on the future of Ghana.

Fellow Spotlight: Cosmas Damian Bio Mensah - Bridging Gaps with Creativity, Dedication and Perseverance

Through the experiences and encouragement of a friend in the Lead For Ghana fellowship, Cosmas decided to explore this unique opportunity to make a real difference in the educational sector, particularly in bridging the gap between urban and rural students. After researching the fellowship and learning about its mission to provide quality education to students in deprived communities, Cosmas felt he had found his calling. This was the purpose he had been seeking - a chance to help address a need he had long observed during his own educational journey.

Cosmas describes his initial experience in the fellowship teaching Biology at Bowiri Community Day Senior High Technical School in the Oti Region of Ghana, as challenging, yet fulfilling. Transitioning to an underserved community was more difficult than he had anticipated. Although he mentally prepared himself for the cultural differences and educational challenges, the reality was even more demanding. The students he encountered had lower levels of comprehension compared to those he had taught during his teaching internship. Despite these difficulties, Cosmas has remained committed to meeting his students where they are, helping them gradually improve.

Cosmas has already seen promising academic results in his classroom. Within just one year, some of his students have shown significant improvement - by as much as 20% - in their grades. He takes great pride in their progress, especially considering the initial challenges they faced. His approach to teaching emphasizes not only academic success but also fostering trust and creating a classroom environment where students feel comfortable seeking help.

One of Cosmas’s innovative methods has been his focus on group learning and visual aids. He implemented a group system where he named each group after exotic flowers like tulips and lilacs, encouraging his students to see themselves as unique and valuable. This creative twist has helped boost their self-esteem and fosters collaboration both in and out of the classroom.

Additionally, Cosmas uses a projector to show educational videos during lessons, allowing his students to visualize concepts like the food chain in biology. Though the videos were often in American or British accents, he strategically regrouped his class to help those struggling with the language barrier. This innovative approach not only made learning more engaging but also helped deepen his students’ understanding of complex topics.

One of the objectives of the Lead For Ghana fellowship is to foster a mindset shift in the communities fellows serve. Cosmas has taken this responsibility seriously, dedicating time to have heart-to-heart conversations with his students about life beyond the classroom. Through these candid discussions, he’s helping his students broaden their horizons, encouraging them to dream big and realize the many possibilities available to them.

Cosmas also leads by example, joining his students in practical activities like block molding and maize harvesting. By doing so, he breaks down stereotypes, showing them that as a teacher, he is not just a figure of authority but someone who understands and participates in their day-to-day realities. This hands-on approach has helped dismantle the barriers between him and his students, creating a more open and trusting relationship.

Cosmas’s fellowship experience has not only transformed his students but has also had a profound impact on him personally and professionally. Over the past year, he has seen significant growth in his communication skills, public relations, and stress management. He admits that the fellowship has been one of the most challenging yet rewarding periods of his life. Through this journey, he has learned to adapt and thrive in challenging situations, gaining skills that will serve him well beyond his time in the classroom.

As new fellows join the Lead For Ghana community, Cosmas’s advice is simple yet powerful: persevere. He emphasizes that breaking down the barriers between fellows and their students takes time and effort. The process of building trust and fostering meaningful relationships can be slow, but with perseverance, fellows will find success in both their teaching and leadership roles.?

"You have to keep hitting, brick by brick until the walls come down."

Alumni Spotlight: Stephen Antwi - Embodying the Spirit of Leadership and Dedication

Stephen Antwi first heard about Lead For Ghana through a close friend while studying at the University of Ghana. Intrigued by the leadership development opportunities within the fellowship, he decided to apply after completing his national service. His decision was solidified by the impactful stories his friend shared about the fellowship’s community engagement, and soon enough, Stephen embarked on a life-changing journey with Lead For Ghana.

Stephen’s time as a Lead For Ghana fellow not only met his expectations but exceeded them. His fellowship experience shaped him as a community leader, and he found himself deeply embedded in the community beyond the classroom at Posmonu Junior High School. Before the fellowship, he would never have dreamed of taking up leadership positions, as he had gotten used to taking and following others’ instructions. The support he received from his local community and Lead For Ghana’s Leadership Growth Managers (LGMs) reinforced his sense of belonging and responsibility. He learned that teaching wasn’t limited to academics; it was about leading and inspiring the next generation.

A standout moment in Stephen’s fellowship was the relationship he cultivated with his students and their families. He shifted from being just a teacher to becoming a role model, trusted advisor, and friend to his students. This unique bond through which he instilled a sense of self-belief in his students led to a record-breaking performance in the community, with his students achieving the highest academic grades ever recorded in the Basic Education Certificate Examination (BECE). His insistence on communicating in English, both in and outside of school, helped significantly improve his students' language proficiency, a testament to his commitment to their long-term success.

Following the fellowship, Stephen continued his educational journey first as a volunteer teacher, and then as a school administrator in a private school. Learning to manage his students during the fellowship helped him easily transition from being a teacher to a school administrator. And while he enjoyed the role, he felt a deeper calling to return to under-resourced communities. This led him to Tamale in the Northern Region of? Ghana, where he now works with Rising Academy Network as a School Performance Manager, coaching teachers on classroom management and lesson delivery, and helping children most in need of educational support.

In addition to his current role, Stephen is co-running a pilot project aimed at improving foundational literacy and numeracy in underserved communities, using the “Teaching at the Right Level” model. The project, which originated in India, is now being introduced in Ghana, with Stephen and his team focusing on bridging the educational divide between rural and urban students.

Reflecting on his fellowship experience, Stephen credits Lead For Ghana for shaping his leadership skills. The coaching, feedback, and hands-on approach during his fellowship continue to influence how he leads and manages in his current roles. He encourages new fellows to embrace the opportunity fully, recognizing that the leadership and personal growth Lead For Ghana provides are unmatched.

As he looks forward to the future, Stephen is passionate about continuing his work in education and hopes to expand his impact through ongoing projects and initiatives.

Education News In Africa

Ghana: University of Ghana postpones 2024/2025 academic year amid ongoing staff strikes

The striking groups include the Teachers and Educational Workers Union (TEWU), the Senior Staff Association of Universities of Ghana (SSA-UoG), and the Federation of Senior Staff Association of Ghana (FUSSAG).

The strike, which began on Monday, September 16, 2024, stems from unresolved issues, such as the failure of the Controller and Accountant General's Department (CAGD) to implement approved vehicle maintenance and off-campus allowances, despite receiving approval from the Ministry of Finance in August 2024. (Source: Graphic Online)

Africa: Educating Girls Generates Economic Transformation in Africa

Africa’s youthful energy is driving economic and social progress with its innovative ideas and entrepreneurial drive. With 40 percent of the population under the age of fifteen, and another 100 million children expected by 2050, Africa is projected to have the youngest and largest workforce globally by 2035. This presents the continent, and the world, with an unprecedented opportunity to increase food security, improve health, heal our planet, and create jobs. But it hinges on a critical factor: harnessing the full energy and talents of young women and girls across Africa. (Source: This Day Live)

Africa: AU seeks global commitments for usable education in Africa by 2030

The African Union (AU) has appealed to the international community to work on the urgent need for long-term commitment to education in regions facing severe crises.

Moussa Faki Mahamat, the chairman of the African Union Commission, made this appeal when opening the African Union and global partnership for the education summit. He said that data shows that in Africa, nine out of ten children cannot read with understanding or perform basic math when aged ten years, hence the need for a long-term focus on education. (Source: The Guardian)

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