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Dekpor School Development Organization

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Dekpor School Development Organization (DSDO) has been a registered non-governmental organization (NGO) working in Dekpor, Ghana with a focus on education since 2011[1]. While the idea for the foundation began in 2009, Dekpor School Development Organization officially registered as an NGO in 2011[1][2]. Dekpor School Development Organization was created with the intention of bettering the lives of students, teachers and the general community[1]. Dekpor School Development Organization places large focus on a number of issues affecting the community on a daily basis. These areas of focus include: education, health care, water, nutrition, sanitation, the sponsorship of children and educators, and the building of schools [3][2].

Dekpor is located in Ghana, a country in West Africa with a population of roughly twenty-nine million citizens[4]. With a long and extensive history, Ghana, formerly known as the Gold Coast, gained its independence from Britain in 1957[5]. With the reputation of being a peaceful country in the West Coast of Africa, Ghana’s economy thrives off of agriculture[6]. Ghana has a number of tourist attractions[6].

Dekpor consists of three villages known as Dekpor Horme, Dekpor Dome, and Dekpor Via[1]. With a large part of the population of Dekpor being farmers, the local economy is primarily based off of crops such as rice, maize, and cassava[1]. Dekpor is one of the poorest villages in Ghana[7].

History of Dekpor School Development Organization

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Founding of the Organization

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In the summer of 2005, Linda Chow Kordze, the founder of Dekpor School Development Organization, travelled to the Volta Region of Ghana to learn more about the culture and pursue her interest in Ghanaian drumming[8]. As a former teacher in the Toronto District School Board, music is one of Linda’s interests[8]. Moved by her findings, Linda returned to Ghana in 2008, and ended up in Dekpor, a village so small it does not appear on most maps[8].

During her visit to Dekpor, Linda discovered the poor conditions of the individuals residing in Dekpor, including the lack of clean water, lack of teaching materials, insufficient school infrastructure, and more[8]. At this time, the conditions at the Dekpor Basic School were so minimal that there was no physical kindergarten classroom[8]. Rather, school was held outside with one teacher for 150-170 students[2]. The best classrooms at the time had no windows or doors, and the structure was deteriorating[8]. Upon this discovery, Linda returned home and reached out to her friends and colleagues to collect books and some money for the Dekpor Basic School[8].

In 2009, Linda returned to Dekpor once again to deliver the materials she collected in Toronto[8]. Upon the community wide celebration of the materials Linda delivered, and the clear gratitude the residents of Dekpor had for all the donations, Linda made the decision to sell her belongings in Toronto and move to Dekpor[8]. Dekpor School Development Organization began its work with the improvement of the Dekpor Basic School and the basic needs of the residents of Dekpor, and has since expanded their goals to the empowerment of youth through education[8][7]. Dekpor School Development Organization provides educational resources, food, and sanitation and health resources, and places focus on providing clean water, funding the building and improvement of schools, and sponsoring individuals in need[8][1].

Linda Chow Kordze

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Born and raised in Toronto, Canada, Linda Chow Kordze graduated from Riverdale Collegiate followed by the University of Toronto[1]. Upon her graduation, Linda worked as an elementary teacher for twenty-five years and spent the last nine years of her teaching career as a music teacher for the Toronto District School Board[1]. Linda's love for music is what eventually brought Linda to visit Ghana[1][8]. Linda has two daughters who are both very supportive of her work and her decision to move to Dekpor[1]. Since living in Dekpor, Linda acts as a liaison with the Ghanaian government, host’s volunteer teachers who go to give their time to the community, and facilitates the sponsorship programme[1].

Carol Sheardown

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Residing in Aurora, Ontario, and a mother of three, Carol Sheardown joined Dekpor School Development Organization in 2009 when the organization was just beginning[1]. Carol graduated from University of Toronto and worked in marketing and finance[1]. In 1991, Carol returned to school and earned her teaching degree from York University[1]. She has since worked as a teacher and is currently employed by the York Region District School Board[1]. Carol’s responsibilities for Dekpor School Development Organization include heading the growth strategy, running the day-to-day operations, correspondence, building awareness and raising money[1][9]. Carol spends her time in Toronto focusing and school aged children in Ontario for fundraising campaigns and raising awareness[1][9].

Andrew Sanderson

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Andrew Sanderson joined Dekpor School Development Organization after being approached by Linda and Carol in 2010 for guidance about auditing[1]. Wanting to have a bigger hand in Dekpor School Development Organization, Andrew is responsible for registering Dekpor School Development Organization as a charity, and works with Carol to manage the day-to-day functions of the organization in Canada[1]. As a Chartered Accountant who graduated from York University, Andrew is also responsible for Dekpor School Development Organizations’s financial records[1].

About Ghana

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The Republic of Ghana, referred to simply as Ghana, is a democratic country located in West Africa[6]. Ghana spans a landmass of 238, 533 sq km and is bordered by the the Ivory Coast, Burkina Faso, Togo, the Gulf of Guinea, and the Atlantic Ocean[10]. Formerly a British colony as part of the Gold Coast, Ghana was the first sub-Saharan colony to gain independence from Britain on March 6, 1957[10][5].

Ghana has a population of roughly 29 million citizens[4]. The country is comprised of a number of ethnic groups including Akan, Mole-Dagbon, Ewe, Ga-Dangme, Gurma, Guan, Grusi, Mande and others[10]. While English is the official language, other languages spoken in Ghana include Asante, Ewe, Fante, Boron, Dagomba, Dangme, Dagarte, Kokomba, Akyem, Ga, along with a few others[10]. Christianity is the most dominant religion[10].

The highest proportion of the population is under 14 years of age, followed by the age range of 25-54 years[10]. The average life expectancy is 67 years of age[10].

Agriculture is a large part of the Ghanaian economy producing roughly 20% of Ghana’s GDP and employing almost half of the countries work force [10]. Gold and cocoa are major sources of export[10]. Since 2010, the oil industry has also been a factor of economic growth for Ghana[10].

Location of Dekpor: Volta Region

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Dekpor is located in the Volta Region of Ghana[8]. Volta Region is located to the east of Lake Volta, spanning roughly 8.6% of Ghana's whole landmass[11]. The capital of Volta is Ho[11]. In correlation to most developing countries, Volta has a younger demographic[11].

The largest ethnic group in Volta are the Ewe people, who make up roughly 68.5% of Volta's population[11]. Acknowledging this cultural majority, Dekpor School Development Organization teaches Ewe to the adults who participate in evening literacy programs[9]. The other ethnic groups with a large presence in the Volta Region are the Guan people, and the Akan people[11].

While literacy rates in the Volta Region reflect the national average, primary school enrolment rates are lower than national averages[11]. Many of the children not enrolled in school are from rural areas of the region where citizens have less money[11]. The quality of education in the Volta Region represents the lowest satisfaction rates in Ghana[11]. The poor rates of satisfaction are attributed to lack of teaching resources, materials, and lack of teachers themselves[11]. Dekpor School Development Organization addresses these concerns in their initiatives as an NGO.

Poverty in Ghana

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In 2010, Ghana was granted middle-income country status, however poverty in many areas of the country remains an issue[12]. The level of poverty experienced drastic improvements between 1992 and 2013[12]. However, since 2006, this reduction has drastically slowed[12]. Those living in urban areas experience lower levels of poverty than those in rural areas, with poverty levels decreasing much faster in urban areas [12]. Rural poverty is roughly four times higher than urban poverty[12]. The gap between the wealthiest and the poorest citizens of Ghana rose between the years of 2006 and 2013, pointing to increased inequality in Ghana[12].

Child poverty remains a large issue in Ghana. It is estimated that roughly 3.65 million children are living in poverty, with children being roughly 40% more likely to live in poverty than adults[12]. Of these children, roughly 1 in 10 experience extreme poverty[12]. Poverty amongst children is higher than adults due to the greater number of children poor households have in comparison to households with greater income[12]. While overall poverty has decreased in Ghana, the prevalence of child poverty has increased[12].

Areas of Focus for Dekpor School Development Organization

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Building of Schools and Educational Spaces

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While quantity of care has often been a focus for developing countries, quality of care is in need of improvement[13]. Quality of care can be classified into three elements: structure, process, and outcomes[13]. Structure is an area of focus for Dekpor School Development Organization. Structure refers to the infrastructure and technologies used within organizations, and the resources these various organizations have access to[13]. Education infrastructure refers to educational spaces that provide optimal learning environments[14]. While education can take place in multiple types of spaces, education in the traditional sense of schooling most often takes place in a classroom[14]. Having a sound physical structure for education to take place can contribute to enhanced learning, particularly when the community is involved in the process of building the school[15]. Inadequate infrastructure may contribute to unsanitary conditions which can cause problems for health and sanitation[14].

Dekpor School Development Organization’s focus on infrastructure first began with their renovations of the school buildings, improving the high school rooms, primary block, administration building, and the washrooms[2]. In March of 2014, the NGO built three thatched-roof classrooms, followed by the Pavilion classroom in June of the same year[2]. Dekpor School Development Organization built a library in 2010 which has since been filled with a great number of books[2].

In addition to the improvement and building of new infrastructure, Dekpor School Development Organization arranged for desks and chairs, locking cabinets, and whiteboards in each classroom[2].

Sanitation and Health

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In many developing countries, the qualities of water and sanitation services are subpar, causing a number of illnesses and deaths each year[16]. Statistics estimate that roughly 1.1 billion individuals do not have access to sufficient water sources, while over 2.6 billion individuals are without sufficient water sanitation[17]. Diarrheal diseases, intestinal helminths, schistosomiasis and trachoma are examples of common diseases caused by insufficient water, sanitation, and hygiene[16]. Gastrointenstinal illnesses can be contracted by reminants of faeces entering the body through sources such as one’s own fingers, unclean water, food, flies, and so on[17]. Water, sanitation and hygiene interventions in developing countries can reduce the risk of contracting illness and diseases[17]. While intervening in any of the three areas of water, sanitation and hygiene, can help reduce the risk of contracting an illness or disease, intervention in all three areas is needed to make the largest difference[17]. Access to drinking water sources is seemingly improving at a much faster rate than sanitation facility access[10].

In rural areas of Ghana, access to health care is difficult with lacking health facilities, often located in areas that provide travelling and distance hurdles for many in need of care[2]. Even when access to medication or health services are provided to individuals, many still cannot afford to receive the help they need[9]. In villages such as Dekpor, health insurance that helps to avoid malaria and typhoid costs five cedis, which equates to roughly eight Canadian dollars, an amount many cannot afford[9]. The Ghanaian government has made steps in working towards achieving access to health care for its citizens through programmes such as the National Health Insurance Scheme[18]. Facilities and medical services are needed to ensure that individuals in all rural locations have access to health services and care[18].

While quality of health care may not be up to par with other areas of the world, it is suggested by some that there is an underutilization of health care services and interventions that individuals in developing countries do have access to[19]. It is estimated that roughly 52% of child deaths are caused by diarrhea, pneumonia, and malaria, each of which have forms of prevention and treatment[19]. While interventions do exist and are available in developing countries, Health care services and medical supplies are often underutilizes due to economic constraints[19]. Additionally, available medical supplies are often allocated to larger cities, and therefore do not reach the poor living in rural villages[19], such as Dekpor. Distribution of health resources are in need of a shift towards poorer communities who are in greater need of medical care, so effective utilization of existing medical resources can be achieved[19].

Previous to Dekpor School Development Organization’s intervention in Dekpor, individuals were receiving much of their water from a contaminated stream[2]. Since entering Dekpor, the organization has installed three water reservoirs which capture rain water[2]. After capturing the water in the reservoir, two water purification systems filter through the water, providing a much safer water alternative to the citizens of Dekpor[2]. In 2014, hand washing stations were introduced, followed in 2015 by toilet facilities consisting of a number of stalls and hand washing stations, promoting healthier hygiene practices in the community[2]. Dekpor School Development Organization installed a Borehole and Reverse Osmosis Unit, providing access to clean water in the village[2].

Through the help of donations received through the Dekpor School Development Organization, students were able to register for the National Health Insurance program[2]. In the summer of 2014, a clinic located only a short walk from the school was opened, and is staffed with three nurses, and a number donated medical supplies[2].

Teaching Materials and Programs

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Teaching materials are important resources in order to ensure top quality of education and success. These teaching materials are any materials teachers may use in order to teach a lesson, which can include worksheets, manipulatives such as blocks or games, chart paper, whiteboards, and more[20]. Learning materials may enhance student learning and increase success through exploration and practice[20]. Learning materials allow for a teacher to create structure to the planning and delivery of a lesson[20]. Differentiation of instruction – teaching in a way that caters to multiple learning styles – is also made easier through a variety of teaching materials[20].

Research has shown that enrolment and graduation rates increase in developing countries when proximity is no longer an issue, when quality of education improves, and when education is made more affordable[21]. Education, is also said to allow for individuals to reach higher incomes and greater potential later in life[21]. The average school life expectancy in Ghana is 12 years of age[10].

Previous to interventions by Dekpor School Development Organization, teaching materials were scarce in the village[2]. There were few desks and chairs, no technology, no manipulative, and very few teaching resources at all][22]. A teacher would maybe have one slab of chalk board, while many students did not have access to paper and would therefore, write in the sand[2]. Many teaching materials such as books and gently used laptops, have been donated to Dekpor School Development Organization over the years[9][2]. Whiteboards were installed in every classroom, and in 2014, teachers were provided with teaching materials to use with students[2]. In 2015, text books were purchased for the Junior High School[2].

While Dekpor School Development Organization places large focus on helping students achieve higher standards of education, they have expanded their education programs to include adult literacy courses which occur in the evenings after the day working in the field has been completed[9]. These classes teach the native language of Ewe to the majority, and English to those who show interest in taking their education farther[9]. The adult education programme places focus on teaching literacy skills that will enhance daily life mainly as farmers[22].

Access to education may be limited due to financial constraints. One of the many sponsorship programs Dekpor School Development Organization offers is a food programme[2]. This programme provides students with breakfast and lunch to provide them with the nutrients they otherwise may not receive[2]. When a child is sponsored on the food programme, they also receive National Health Insurance and free summer school[2].

Dekpor School Development Organization offers sponsorship to individual students[2]. These programmes allow for students to receive food programme benefits including National Health Insurance and summer school, have all school fees paid for, provide each student with school uniforms, shoes, school supplies, and resources such as mosquito nets, toothbrushes and toothpaste to improve overall health and sanitation[2].

Dekpor School Development Organization offers sponsorship programmes for high school students, as well as apprenticeships for individuals who wish to become seamstresses[2].

Teacher sponsorships contribute to the growing success of education in Dekpor. As of 2013, Dekpor School Development Organization had eight sponsored teachers[22]. The growing number of teachers has allowed for a decrease in class sizes, contributing to growing student success[22].

Dekpor School Development Organization offers teacher outreach programs in which teachers from all over the world can volunteer a few weeks of their time during the summer to go and teach in Dekpor[22]. Teachers who chose to participate in the program help students with literacy and numeracy, help to educate local teachers on practices and materials, and contribute to the overall improvement of the school and the community[22].

The Hen Project
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In 2015, Dekpor School Development Organization launched “The Hen Project”[23]. Students chosen to participate in the project are taught the life skills of building a chicken hutch, feeding the chickens, and monitoring the eggs that are laid[23]. The eggs laid by the chickens involved in “The Hen Project” provide members of the village with sources of protein[23].

Donars and Sponsors

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Funds donated to Dekpor School Development Organization come from a variety of sources[24]. A large portion of funds and items collected come from various schools in Ontario. Funds and donations have also been received from teachers, clubs, teacher federations, banks, individual donors and more[24].

Works Cited

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  1. ^ a b c d e f g h i j k l m n o p q r s t Dekpor School Development Organization. "About". Dekpor School Development Organization. Retrieved 12 October 2017. Cite error: The named reference "about" was defined multiple times with different content (see the help page).
  2. ^ a b c d e f g h i j k l m n o p q r s t u v w x y z Dekpor School Development Organization. "Dekpor School Development Organization Slideshow" (PDF). Retrieved 12 October 2017.
  3. ^ Dekpor School Development Organization. "Home". Dekpor School Development Organization. Retrieved 12 October 2017.
  4. ^ a b Country Meters. "Ghana Population". Retrieved 7 December 2017.
  5. ^ a b SAHO. "Gold Coast (Ghana) Gains Independence". South African History Online. Retrieved 7 December 2017.
  6. ^ a b c Ghana Web. "The Country Ghana". Ghana Web. Retrieved 7 December 2017.
  7. ^ a b Kostiw, Natalia (2017). "Empowering Girls Through Education: The Story of One Small School in Ghana". ETFO Voice. Retrieved 12 October 2017.
  8. ^ a b c d e f g h i j k l m Dekpor School Development Organization. "Linda's Story". Dekpor School Development Organization. Retrieved 12 October 2017.
  9. ^ a b c d e f g h Adler, Jordan (30 May 2012). "Two Toronto School Teachers Take On A Village". Samaritanmag. Retrieved 12 October 2017.
  10. ^ a b c d e f g h i j k l Central Intelligence Agency. "Ghana". The World Factbook. Retrieved 7 December 2017.
  11. ^ a b c d e f g h i Government of Ghana. "Volta". Government of Ghana. Retrieved 7 December 2017.
  12. ^ a b c d e f g h i j Cooke, Edgar; Hague, Sarah; McKay, Andy. "The Ghana Poverty and Inequality Report" (PDF). UNICEF. Retrieved 7 December 2017.
  13. ^ a b c John W., Peabody; Mario M., Taguiwalo; David A., Robalino; Julio, Frenk. "Chapter 70: Improving the Quality of Care in Developing Countries". Disease Control Priorities in Developing Countries (2 ed.). Retrieved 7 December 2017.
  14. ^ a b c Educate a Child. "Infrastructure". Retrieved 7 December 2017.
  15. ^ OECD. "School Buildings and Student Performance in Developing Countries". OECD. Retrieved 7 December 2017.
  16. ^ a b Maggie A., Montgomery; Menachem, Elimelech (2007). "Water and Sanitation in Developing Countries: Including Health in the Equation". Environmental Science & Technology. Retrieved 7 December 2017.
  17. ^ a b c d Hugh, Waddington; Birte, Snilstveit; Howard, White; Lorna, Fewtrell (2009). "Water, Sanitation and Hygiene Interventions to Combat Childhood Diarrhoea in Developing Countries" (PDF). International Initiative for Impact Evaluation. Retrieved 7 December 2017.
  18. ^ a b Aminu, Sulemana; Romanus D., Dinye (2014). "Access to Healthcare in Rural Communities in Ghana: A Study of Some Selected Communities in the Pru District" (PDF). European Journal of Research in Social Sciences. 2 (4). Retrieved 7 December 2017.
  19. ^ a b c d e Owen, O'Donnell (2007). "Access to health care in developing countries: breaking down demand side barriers". Retrieved 7 December 2017. {{cite journal}}: Cite journal requires |journal= (help)
  20. ^ a b c d Ministry of Education, Guyana. "The Importance of Learning Materials in Teaching". Retrieved 7 December 2017.
  21. ^ a b Paul, Glewwe; Eric, Hanushek; Sarah, Humpage; Renato, Ravina (2012). "School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010" (PDF). Addressing the Global Learning Crisis: Lessons for Research on What Works in Education. Retrieved 7 December 2017.
  22. ^ a b c d e f Dekpor School Development Organization. "The Hen Project". Our Projects. Retrieved 7 December 2017.
  23. ^ a b c Busch Systems. "Charity Spotlight - Dekpor School Development Organization". Busch Systems. Retrieved 7 December 2017.
  24. ^ a b Dekpor School Development Organization. "Donors & Sponsors". Retrieved 8 December 2017.
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