Letter from Ghana (6) – by Irene Sitsofe Kwawu

My name is Kwawu Irene Sitsofe, a Level 400 (4th year) Bachelor of Arts in Education student majoring in English language from the University of Cape Coast (UCC), Ghana, which has a Cooperation Agreement with the University of Education Karlsruhe (KUE). This letter is a reflection on my journey from my early days in the Dambai College of Education through my transition to the university to my participation in the ASA Academia project #1104

The ASA Academia Global Programme is an innovative initiative that brings together students from Germany and partner countries from the global South to collaborate on the United Nations  Sustainable Development Goals (SDGs) . The programme encompasses 130-180 projects every year and is mostly funded through the ASA Academia Global Programme, which is supported by the German government, particularly the Federal Ministry for Economic Cooperation and Development, and managed by Engagement Global in collaboration with partner universities, who are expected to also contribute financially. This funding ensures that selected students receive financial support for travel, training, and participation, making the programme accessible to a diverse group of participants.

The particular project I applied to (#1104 “Shaping educational change: recognizing and breaking colonial patterns in teacher training curricula” ) targets four of the 18 Sustainable Development Goals. Project#1104 firstly promotes SDG #4: Quality Education and works towards enabling inclusive and equitable quality education in both partner countries. The other three project goals are SDG #10: Reduced Inequalities (by encouraging equal knowledge exchange between students from both North and South backgrounds), SDG #17: Partnerships (through international collaboration between institutions) and advances SDG #16: Peace, Justice and Strong Institutions  (by fostering dialogue, mutual understanding, and fair educational practices). Overall, the project equips future educators with the skills and perspectives needed to create more balanced, inclusive, and globally responsive classrooms.

I am therefore eager to find out how this programme will not only broaden my civic and political education but also help me contribute to high-quality education and rethink education through South-North collaboration. Our project #1104 “Shaping educational change: recognizing and breaking colonial patterns in teacher training curricula” pairs students from Germany and the University of Cape Coast in Ghana, creating a platform for intercultural exchange and shared learning. Its main aim is to decolonize teacher education and curricula, particularly in English language teaching, by challenging Eurocentric perspectives and promoting a more inclusive approach that values both African and Western knowledge systems.

Over a six-month period, participants engage in academic and practical activities in both countries. Working in tandems, they design lesson plans, conduct research, and participate in seminars that address neo-colonial classroom challenges. This experience enables students to explore how education systems can be improved to reflect diverse cultural contexts while also strengthening their teaching skills and global awareness.

My journey is a story of growth, perseverance, hope and how education has shaped my desire to offer pupils in remote areas the chance to learn English, pass their exams, and access opportunities beyond their immediate environment. My journey into the field of education began at the Dambai College of Education in the Oti Region of Ghana, where my passion for teaching and learning first took root. During this period, I developed a strong interest in how education can change lives by giving students problem-solving skills to solve real problems and help communities grow through knowledge and learning.

After completing my training at the College of Education, I was posted to Zikpo No. 2 Presbyterian Basic School in the Krachi East District of Ghana, where I began my teaching career.

This community is a small fishing community where the main occupation is fishing. Both parents and learners are deeply engrossed in this activity, which often takes priority over schooling. As a result, many learners show little interest in education and are frequently absent from school. Everything felt new upon my arrival, and I quickly realized that I had a major hurdle ahead. To effectively navigate this challenge, I collaborated with my colleague staff to understand the learners’ needs and the dynamics of the community.

Their major challenge was truancy, which significantly affected their literacy development, especially in reading and writing. Due to frequent absenteeism, many learners missed foundational lessons, making it difficult for them to keep up with class activities. To address this, I intervened by organizing free remedial classes in the community focused on basic reading and writing skills. During these sessions, I used simple, engaging strategies such as phonics, storytelling, and guided writing exercises to help rebuild their confidence and competence. To curb truancy, I invited high-profile members from the community to speak to learners. They talked about how schooling can improve their future in fishing and other livelihoods. They explained how education helps in better fishing methods, business skills, and financial management. They also shared real-life experiences to motivate the learners. This helped students see the importance of school in a practical way. It encouraged them to attend school more regularly.

Being in the classroom, observing learners, and understanding their challenges with lessons and limited resources   helped me   realize the important role teachers play in learners.

Teaching at the school for three years gave me practical experience in guiding English language lessons and supporting struggling students in my class. Working with young learners allowed me to support their academic growth by helping them improve in reading and writing and understanding challenges like difficulty keeping up, low confidence and limited learning resources many students face in their learning journey.

My passion for education has always been my driving force for my academic and professional pursuit. Having taught for three years at the junior high level, I realized the challenges students face and the impact of effective teaching. This experience motivated me to deepen my knowledge and improve on my teaching skills to become a more effective and responsive educator. This desire led me to apply for study leave (this is a period when a worker, usually a teacher, is given time off from their job to go back to school to further their education, while still being supported by their employer) from teaching in order to further my education at the University of Cape Coast. On 7th January 2023, my academic journey at the University of Cape Coast began a defining moment that set me on the path toward becoming an experience educator.

At the university, I have deepened my understanding of teaching and learning through courses on curriculum design and assessment, alongside my ongoing bachelor’s thesis research project “Assessing the Impact of Teacher Feedback on Writing in English Language Classrooms at the Senior High School Level” which I am yet to complete. These experiences have shown me how targeted feedback can improve learning outcomes and help me become a more effective educator.  To me, teaching is about developing skills in communication, critical thinking and problem-solving, and helping learners discover their full potential.

As part of my training as an education student at the university, students are required to undertake a teaching practice at any school of their choice. This gives us hands-on experience of what we are being taught at the university. I was able to undertake my teaching practice at Adisadel College, where I taught English Language. Adisadel College is one of the leading boys’ schools in Ghana’s Central Region where I had an experience that strengthened both my teaching practice and passion for education and was a very memorable experience for me.

Standing in front of a classroom of students and teaching them was a very enriching experience for me. One of the greatest lessons I learned during my teaching practice was how to teach pupils from different backgrounds. Pupils come from different cultural backgrounds, have different levels of understanding, and have varying intelligence in their academic performance. My passion for teaching has grown over the years and shaping my goal of one day becoming a professor. I hope to inspire future educators, contribute to educational research, and help shape teaching practices that positively impact students and communities.

During one of our final year project meetings with our supervisor Dr. Dorcas Pearl Slippe,  she suddenly asked the class, “Do you all have passports?” Almost immediately, we all responded enthusiastically, “Active!” Her question caught our attention and sparked curiosity about what she had in mind. She then shared a link to the ASA Academia Global Programme and encouraged us to explore it.

Out of curiosity, I decided to read more about the program on, Engagement Global official website. As I went through the details, I quickly realized that the project titled “Shaping educational change: Recognizing and breaking the colonial patterns in teacher training curricula” is a German-Ghanaian student tandem exchange programme which focuses on improving teacher education by identifying and challenging colonial influences in current teaching and training practices and developing more inclusive and locally relevant approaches. Participants first work at the University of Education Karlsruhe in Germany and later continue the project at the University of Cape Coast in Ghana, along with selected partner schools. This allows students from both countries to collaborate, learn from each other, and apply their research in different educational contexts. 

Prior to her informing us, I had applied the previous year, as the previous ASA project 2025 NEW CALL for APPLICATIONS in the decolonial German-Ghanaian student-tandem project already aligned closely with my academic interests, particularly in education and development. Unfortunately, I was not selected. However, I remained hopeful and continued to keep my aspirations high. At that moment, what started as a simple question in a meeting began to feel like the beginning of an exciting new opportunity.

Preparing for the ASA interview with the project leaders Dr. Chistopher Yaw Kwaah and Prof. Isabel Martin was both exciting and challenging because I had to prepare for unexpected, thought-provoking questions while also making sure I could clearly express my ideas and commitment to education and global collaboration.  It required me to reflect deeply on my goals, my experiences, and how I could contribute to the project. During the interview, I had the opportunity to share my motivations and discuss my interest in development work and cross-cultural collaboration. I was asked a few questions that really made me pause and think. Two of the most memorable questions came from Prof Isabel Martin.

The first question she asked was about the skills I have and how they could contribute to the project. This made me reflect on my journey as a teacher and the qualities I have developed along the way. I spoke about skills such as communication, teamwork, adaptability, and my passion for teaching. Through my experience in the classroom, I have learned how to work with learners from different backgrounds, understand their needs, and create an environment where everyone feels encouraged to learn.

The second question she asked was one that stayed with me even after the interview: “What impact will you make on the Germans during the ASA Programme?” At first, it sounded simple, but the more I thought about it, the deeper it became. It made me realize that the program is not only about what I will learn, but also about what I will share. I explained that I would bring my experiences as a Ghanaian teacher, my cultural background, and my perspective on education and community life. I believe meaningful exchange happens when people are open to learning from each other. Through conversations, collaboration, and sharing our different experiences, I hope to contribute to a better understanding between cultures during the programme.

In a light and humorous moment during the interview, Prof Isabel Martin asked me, “What do you know about Germany?” I had actually planned to mention one German city, Berlin, but instead I responded that at the time of the interview Germany was in its winter season. My response brought a bit of laughter and created a relaxed atmosphere during the interview. It was a simple but memorable moment that made the conversation feel more natural and engaging.

I am really excited as I prepare to take part in the project #1104 “Shaping Educational Change: Recognizing and Breaking Colonial Patterns in Teacher Training Curricula” under the ASA Programme  and I cannot wait to explore how education systems are shaped by history and how we can make learning more inclusive and reflective for all students.

I especially look forward to meeting students from different cultural and educational backgrounds, sharing experiences, and learning from their perspectives. I hope to contribute my own insights while also discovering new ways to improve teaching and learning.
I am excited about the opportunity to be mentored by inspiring men and women during my stay in Germany. Learning from their experiences and guidance will be invaluable as I grow both personally and professionally, and I cannot wait to bring those lessons back to my work in education.

What makes this even more meaningful is how the project connects to the United Nations Sustainable Development Goals (SDGs) #4, #10, #16 and #17. I am eager to see how this programme will not only broaden my understanding but also help me contribute to education that truly makes a difference.

I am not just excited about diving into the project itself I am also really looking forward to experiencing life in Germany. I look forward to trying some German dishes, wander through the streets of cities like Berlin and Frankfurt and explore the historical sites in Karlsruhe. Special thanks to my German hosts, Madam Ute Bauermeister and her husband Matthias Gerve, whose kindness and constant reassurance already make me feel confident that my stay will be a truly enjoyable one.

One of the main challenges I expect to face in Karlsruhe is the language barrier. Although English is spoken in some places, German is the main language used in daily communication, academic work, and public services and I intend to learn basic German before and during my stay, and practice regularly with locals and classmates to improve my communication skills. I hope this journey will be a wonderful mix of learning, cultural adventure, and personal growth an experience that will stay with me long after the programme ends.

 

Text by Irene Sitsofe Kwawu

Photos by George Harry Acquah, Akua Kyeremeh Kumi & Irene Sitsofe Kwawu