Letter from Ghana – by Emmanuel Agyapong
A Journey in Education: Passion, Purpose, and Perseverance
My name is Emmanuel Agyapong, a third-year student pursuing a Bachelor of Education in Arts, with English as my major, at the University of Cape Coast in Ghana, Ghana, which is ranked first in Ghana, first in West Africa, and among the top 10 universities in Africa according to Times Higher Education (THE) World University Rankings.
I am excited to share my experience of being part of the ASA Academia project Reflecting your own knowledge: “Decolonizing English Language Teaching and ELT curricula through a bi-directional learning-and-teaching approach”. In this project the aim is to liberate our thinking, explore innovative approaches to knowledge creation and unlock new methods of learning, subvert prevailing narratives and highlight the nuances of social inequality. As I embark on this incredible adventure, I would like to recount how I became involved in this initiative. I am thrilled to express my eagerness
and high hopes for my upcoming sojourn in Germany.
I am not just a student of education; I am a passionate educator who believes in the transformative power of teaching. My journey so far has been shaped by dedication, adaptability, and a deep desire to empower others, especially those in undeserved communities. As I reflect on my path — my education, the special influences in my life, the moments that changed me and my hopes for the future — I see a story that many fellow student-teachers around the world might recognize in their own struggles and dreams.
My educational journey began in Abetifi, Ghana, where I earned a Diploma in Basic Education from Abetifi Presbyterian College of Education between 2015 and 2018.
Those years laid the foundation for my teaching career, equipping me with the basics of pedagogy and classroom management. But it was not until I stepped into the classroom as a practising teacher that I truly understood what it meant to educate. From December 2019 to December 2022, I taught at Asasefufuom Anglican Basic School in a remote village at Nkawkaw, Ghana.
There, I developed engaging lesson plans tailored to the diverse needs of my students, fostered an inclusive environment, and collaborated with colleagues and parents to support every child’s growth. It was a role that demanded creativity and resilience, and it ignited a fire within me to pursue teaching not just as a job, but as a calling. Realising how well I taught and how serious I took the teaching career had a massive impact on the future of my students, I was motivated to give my best even though I had to walk fifty minutes to school each morning to Kwamari, the village my school was located.
A defining moment in my career came when I was posted to a remote village as a teacher. What began as a routine assignment quickly transformed into a life-changing experience. The learners there faced immense disadvantages — classrooms without proper buildings, a scarcity of teaching materials, and limited resources. I saw firsthand how education could either be a privilege or a distant dream, depending on where you are born. My colleagues and I often dug into our own pockets to buy books for the students, a small act that carried profound meaning. It was there, amid those challenges, that teaching shifted from being just a profession to a purpose I became deeply attached to. I realized that as a teacher, I was not only imparting knowledge but also creating pathways for these children to rise above their circumstances and contribute to their society.
This realization deepened when I volunteered at the St. Anglican Child and Youth Development Centre, teaching children how to read and write. Watching their faces light up as they unlocked the world of words cemented my commitment to this work.
These experiences resonate with student-teachers worldwide who have faced similar moments — when the weight of the job meets the joy of its impact. Whether it is buying supplies out of pocket, adapting to limited resources, or finding ways to connect with students from diverse backgrounds, we share a common thread: the belief that education can change lives. My time in the village taught me resilience, patience, and the importance of innovation in teaching. It is a lesson I carry with me as I continue my studies and refine my skills in curriculum development and classroom management.
One of the most profound influences on my journey has been my father, alongside the headteacher at the school where I taught. My father’s encouragement and belief in the value of education pushed me to seek greater knowledge and skills. The headteacher, a mentor and guide, showed me what leadership in education looks like — steady, compassionate, and forward-thinking. Together, their influence inspired me to upgrade my qualifications by enrolling in the University of Cape Coast in 2022 for my Bachelor’s degree. With my love for writing and language, I chose to major in English, a decision that reflects both my personal passion and my desire to help students master a skill that opens doors to countless opportunities.
Looking ahead, my hopes for the future are both ambitious and grounded in service. I aspire to become a professor, a goal that reflects my love for learning and my desire to address the challenges facing Ghana’s education system. From inadequate infrastructure to disparities in access, these are issues that demand thoughtful solutions — and I want to be part of that change. I dream of a day when every child in Ghana, no matter where they live, has access to quality education with proper classrooms, resources, and teachers who inspire them. This vision drives me to work harder in my studies and to keep pushing the boundaries of what I can achieve as an educator.
To my fellow student-teachers around the world, I say this: our journeys may differ in geography or circumstance, but our purpose unites us. We are the ones who light the way for others, often in the face of adversity. My love for English — writing, reading, and teaching it — fuels my passion, just as your own passions fuel yours. Whether you are in a bustling city or a quiet village, whether you teach science, math, or the arts, you know the thrill of seeing a student understand something new. Hold onto that. Let it guide you through the late nights of lesson planning, the frustrations of limited resources, and the quiet victories no one else sees.
As I continue my journey at the University of Cape Coast, I am grateful for the influences that have shaped me, the moments that have changed me, and the hope that propels me forward. Teaching is not just what I do — it is who I am. And in that, I find a connection to every student-teacher out there, striving to make a difference, one lesson at a time.
I am thrilled to share my excitement about participating in the ASA program,which emphasises acquiring knowledge, gaining experiences, and learning skills that facilitate sustainable action in a globally inter-connected world. As a passionate advocate for inclusive and equitable education, I am eager to contribute my expertise and learn from like-minded individuals from diverse backgrounds.
During my stay in Germany, I will be immersed in a collaborative learning environment that emphasizes Sustainable Development Goals (SDGs), specifically SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnerships for the Goals). My involvement in Project #1107 aligns perfectly with my passion for innovative education and social equity, and I am thrilled to embark on this journey in Germany in 2025.
My background in education and my experiences working in Ghana have shaped my commitment to decolonizing knowledge and fostering inclusive learning environments. The ASA Program provides learning, qualification and engagement spaces on development policy for young people who want to understand global contexts, ask critical questions and advocate for a just world. Its emphasis on subverting prevailing narratives and addressing social inequalities resonates deeply with me. In Germany, I will be collaborating with fellow participants at a university, engaging in seminars, workshops, and discussions to co-create approaches that challenge traditional educational frameworks. This ties directly into my studies back home, where I focus on equitable education systems, and it offers a chance to bring global perspectives into my work.
At the university, I anticipate a structured yet independent learning environment, which I have heard is common in German higher education. I will participate in critical discussions, debates, and collaborative projects aimed at rethinking curricula and teaching practices. And under the guidance of mentors like Dr. Isabel Martin, I will contribute my expertise while learning from others. This hands-on experience will enhance my ability to design inclusive educational strategies — skills I will bring back to my studies and future career.
Outside of academic commitments, I am eager to explore Germany’s rich culture. As a food enthusiast, I cannot wait to try hearty German dishes like Schnitzel, sausages and freshly baked bread.
I have also heard about the country’s passionate football culture, and as a fan, I would love to catch a Bundesliga match featuring teams like Bayern Munich, Borussia Dortmund, or RB Leipzig. Experiencing the electric atmosphere of a live game would be a dream come true if the opportunity arises.
While I am excited about this new adventure, I am also mindful of the challenges such as being able to withstand the weather because even back in Ghana when the weather is cold I feel some pains in my bones also the challenge of adapting to the food something I struggle with in Ghana when I try any new food and other challenges that come with adapting to a new culture and academic environment. I am prepared to be punctual and respectful of German customs, and I am eager to learn from my experiences.
Applying to the ASA Program was both nerve-wracking and exhilarating. After reading about Project #1107,  I submitted my application, highlighting my background and passion for de-colonial education. The interview that followed left me anxious — I was not sure I would made a strong enough impression, having had previous interviews where I struggled to answer some questions and was rejected. When I could not answer certain questions like the way felt was right during this interview, I feared I would be rejected again. However, fortunately, I made it through this time.
But when the acceptance email arrived, my doubts turned to joy. Soon after, Engagement Global sent me a registration link, and I began preparing my travel documents and studying the 2025 ASA participant guidelines.
To get ready, I have been researching German culture and I found out that Germans are keen on punctuality and their academia values thorough research, precise methodology, and detailed analysis, and this can be demanding, but the experience can be highly rewarding for students who value intellectual rigor and critical thinking. I am practising punctuality and refining my critical thinking skills to thrive in seminars. I have also started learning basic German phrases to navigate daily life — though I hope my English will suffice in academic settings. My goal is to fully immerse myself in this experience, both inside and outside the university.
This sojourn in Germany is more than a trip — it is a chance to liberate my thinking, connect with global change-makers, and contribute to a more equitable world. I am grateful to the ASA team and my contact person Mirka who was of great assitance, Professor Isabel Martin for her guidance and support and Pädagogische Hochschule Karlsruhe for co-financing this opportunity. I cannot wait to share my experiences, challenges, and triumphs with you as they unfold.
Text by Emmanuel Agyapong
Photos by Samuel Boahene-Ansah, Benyade Bright Tuffour & Veronica AhiabaEnyonam