Lying on the dusty classroom floor, a 12-year-old girl fixes her gaze on the blackboard, struggling to mimic the words her teacher reads aloud.
She holds her pen in her left hand, nodding up and down to signal her understanding of the lesson.
Lordina Atubiga, a sixth-grade pupil at Gumongo Primary School in Mirigu, in the Kassena-Nankana West District of the Upper East Region, dreams of becoming a nurse. But anyone watching her can see the strain in her expression—an honest reflection of the harsh reality she faces every day in the classroom.
“I want to be a nurse,” she says, her voice quiet but filled with determination. “But I’m worried that my dream might never come true because of the state of my school.”
At Gumongo Primary School, students like Lordina face more than just academic challenges. They battle overcrowded classrooms, insufficient furniture, and a lack of basic learning resources.
Lordina’s struggles mirror those of the 268 pupils at the school—children fighting for a future despite the limitations around them.
Sitting on the floor, she recalls her early years at Gumongo Primary.
“When I was in Primary 1, we shared a classroom with the Primary 2 pupils. And that situation has not changed since then,” she recounts, eyes downcast.
This is the stark reality of a school built in the 1990s, with no significant improvements or renovations over the years. The outdated infrastructure and lack of resources continue to hinder both students and teachers.
Lordina is just one of many children at Gumongo Primary School who have never sat on proper furniture in a classroom. The lack of desks and chairs forces many students to either sit on the floor or use makeshift seating arrangements that are far from conducive to learning.
“I’ve never sat on a chair or desk before,” Lordina says. “It’s hard to learn like this.”
For teachers, the challenge is equally overwhelming. They try their best to engage students, but overcrowded classrooms and the absence of basic facilities make it difficult to provide quality education.
Although reluctant to speak on tape, school authorities admit they are in a constant battle with these conditions.
“We are doing our best to teach these children,” one teacher said, “but the discomfort and overcrowding make it extremely difficult for students to concentrate.”
In an effort to improve the situation, school authorities held a meeting with parents, agreeing that each parent would contribute GH¢20 to help build a two-unit classroom block.
However, despite the urgency, the initiative has stalled, as many parents have been unable to pay their contributions.
The Assembly Member for the area, Edmond, expressed deep concern about the school’s conditions, emphasizing the need for urgent intervention.
“The situation at Gumongo Primary School is critical,” he said. “We need the support of the government and other stakeholders to ensure these children receive a quality education. I will be taking this matter up with the relevant authorities, but the school has not formally informed me of their plight.”
The struggle of Gumongo Primary School reflects the broader challenges faced by many rural schools in Ghana.
The lack of adequate infrastructure and resources remains a significant barrier to academic success for students in these areas.
For children like Lordina, who aspire to become nurses, teachers, or doctors, their dreams seem almost unreachable when even basic necessities—like proper classrooms and furniture—are missing.
Yet, despite these daunting challenges, Lordina and her peers continue to show resilience. They come to school every day, hoping for change, even if the road to success is uncertain.
Lordina’s words serve as a poignant reminder of the struggles many children face in rural Ghana:
“I want to be a nurse, but I need a better school to help me reach my dream.”
Source: A1Radioonline.com|101.1Mhz|Moses Apiah|Bolgatanga
