Hi, Charlotte here. I must admit I wasn’t quiet sure what to expect when I said I was going to try to set up a link with my school in Hounslow, SW London to a school in Africa. The images I conjured in my head were nothing of what I saw and although on the outside you see a designated area, a school sign and a structure of a school site when delving into the reality of an Ethiopians child experience of school is quiet another story.
A Cranford student would (in their eyes) be rudely awoken by an alarm clock or parent, get dressed probably leaving the house without breakfast (because they chose to) getting on a bus and getting into school with a whinge about the early start to the day. Five lessons with break and lunch then meander home to snacks, telly and homework. I know I‘ve probably over analysed this but in all it’s a good education with the latest technology in every classroom and chance to succeed in many areas.
On the other hand an Ethiopian pupil goes to school in either the morning (8-12) or afternoon (12.30-4) because there are not enough schools, space or teachers to teach all of the pupils in a school day. Either side of the school day, regardless of going to school in the morning or afternoon, the pupils help with household and farming duties. The classes are crammed with 3 pupils to a desk a teacher and a chalk board. The classes are immaculately silent and the pupils have to share resources to complete their work.
Prospects after school differ hugely too! Around 85% of students at Cranford both male and female complete their GCSE’s and A levels with enough points to go to university. In Ethiopia, out of the 3888 students who go through the school life, only 230 will take the equivalent of GCSE, A levels and continue to University. It will also be a higher percentage of males than females that complete these exams.
Suffice to say that things are “tougher” for those pupils who study in Ethiopia but it doesn’t mean that the system doesn’t work and that there aren’t many success stories. It’s brilliant that organisations like Link Ethiopia exist and can create these learning curves, financial aid and link between different people in differing continents.
,
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|
Cranford Community College (guestimate) |
Ghion Community and Preparatory School (audit) |
|
No of Students |
1400 |
3888 |
|
No of Teachers |
150 |
45 per ½ day |
|
No of classrooms |
120 |
38 |
|
No of Computers |
300 |
28 |
|
Internet |
Broadband |
None |
|
No of taps |
100 |
6 taps/3 working |
|
No of toilets |
Separate male, female and teachers totalling around 50 toilets |
NO WATER 1 male house = 6 holes 1 female hole = 6 holes 1 teachers = 4 holes |
|
No of students in a class |
Average 28 |
70 |
|
Government funding per pupil |
£20 |
10 birr (15 birr = £1) |
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