The school I want to learn in - Therese

THERESE JATTA, ST JOSEPH’S SENIOR SECONDARY SCHOOL, BANJUL, THE GAMBIA

Develop a passion for learning, if you do, you will never cease to grow.

- Anthony J.D Angelo

Success is no accident. It comes from hard work, perseverance, learning, studying, sacrifice and, most of all, love of what you are doing or learning to do.


First of all, what is a school? According to the Oxford Dictionary, a school is an institution at which instructions are given in a particular subject, or any institution for educating children. The school I want to learn in is the one that has a quality education, and this entails a lot of things.


Teachers are the most important resource when it comes to quality education. Not only teachers, but qualified ones for that matter, who have gone through the appropriate training and attained the required certificates to teach in schools. To begin with, education without teachers is no education at all, as they are the backbone of the educational system. Therefore, the need for good and qualified teachers should be well-valued, as we are the future leaders of the nation and we need the best education. Without them, students wouldn’t be able to fulfil their dreams of success in their educational journey.


Quality education is not only limited to qualified teachers but also a conducive learning environment. An environment which is not overpopulated, with classrooms that are well-equipped and ventilated, with learning materials and libraries with modern books which can help us read and explore the world.


Moreover, I want to be in a school where gender equality is fully supported and practised. A school where our views as students are supported and respected regardless of our gender. A school where I would linger with pleasure and share my thoughts without being in a state of dilemma and pressure. Gender equality is vital and important, a school where my rights are being protected and respected as a lady. Although we might not be of the same gender, that should not deprive me from having the same opportunities as others.


Furthermore, as the saying goes, a hungry man is an angry man. Therefore, learning cannot take place on an empty stomach. Zero hunger in schools should be something that is highly prioritized as food is a basic need of life. Therefore, the school I want to be in, is a school that strives by all means to eradicate hunger in school. The need to eradicate hunger in schools is of great importance as we are all from different backgrounds. So, providing food for the students can help to ease the burden on parents who are not financially stable enough, to provide three square meals for their children daily. When there is zero hunger in schools students will be able to learn comfortably during classes and learning can go on smoothly without any complications.


In addition, I want to be in a school that caters for the good health and wellbeing of their students, as the saying goes “He who has wealth has hope, but he who has health has all”. Health and wellbeing are one of the greatest things an individual can acquire in life. Therefore, the need for schools to cater for the wellbeing of their students is of high value as it can boost the appetite of the students to become more focused, because they are healthy and physically fit to be in school, and this can decrease the rate of absenteeism. So many students tend to be absent from school when they are sick, because they find it difficult to access health facilities. Therefore, by providing monthly check-ups, and vaccinations together with other preventive measures, this can make students really hungry for learning as they learn and stay in a healthy environment, together with them being physically healthy.


To end with, I want to be in a school that teaches me about climate change. First of all what is weather and what is climate? People often tend to mix their definitions. Weather is the day-to-day hourto-hour condition of the atmosphere, while climate is the average weather condition of a place. Human activities such as pollution, deforestation, and environmental degradation are some of the major factors that can contribute to climate change and global warming, which is increasing at a very alarming rate. I want to be in a school where afforestation is highly practised, as deforestation is one major factor affecting our lives and the livelihoods of our nation, and the world at large. Therefore, the need to sensitize people to climate change is important as it is causing world concern. One possible effect is an increase in the warming of the earth’s atmosphere as a result of the so-called greenhouse effect, and because prevention is better than cure, we need to come up with necessary solutions when the need arises.


In conclusion, the school I want to learn in is the one that helps in the improvement and betterment of education for our present-day generation. As educating the mind without educating the heart is no education at all.


THERESE JATTA • July 31, 2023
By Ann Beatty May 23, 2025
The training began on Monday, March 10, 2025 and targeted selected female and male teachers and schoolgirls across the Wa Metropolitan area. The aim is to reduce school absenteeism among girls due to menstruation. Rebecca Ocran Abaidoo, the National Gender Desk Coordinator of NAGRAT, highlighted the importance of the training and advised the girls against trading their bodies for sanitary pads. “Nobody has the right to touch our bodies. We must stand firm and say, ‘Don’t touch me’. Just as a male teacher would not allow anyone to molest his daughter, we must refuse to be perpetrators of this crime,” she stated. She encouraged participants to take the training seriously in order to gain necessary knowledge and skills. Harrun Ussfi Kadiri, the Upper West Regional Chairman of NAGRAT, emphasized that menstrual health is a crucial aspect of well-being, yet it is often surrounded by silence, misinformation and barriers to proper care. He added that this training would help change that mentality by equipping girls with the skills and confidence to make their own reusable pads. “It must be noted that Upper West is the second of the 16 regions to host this training, and we commend the support and efforts of NAGRAT and the Steve Sinnott Foundation,” he stated. Razak Korah, the Upper West Regional Director of Education, mentioned that the training will help improve menstrual hygiene management, reduce the risk of reproductive tract infections and increase school attendance and retention rates among girls. He also noted that it will enhance the dignity and self-esteem of girls and women. “Unfortunately, many of our girls and women lack access to affordable and hygienic menstrual products, which leads to absenteeism, discomfort and embarrassment in our schools,” he remarked. The beneficiaries expressed their gratitude to NAGRAT and the Steve Sinnott Foundation for their tireless efforts in organising such a valuable training program. Rebecca told us that the training was invaluable and that everyone was included. Students from Wa School for visual impairment composed a song at the end of the School Related Gender Based violence training to share with other schools and communities. Watch the song here There is still much work to be done as we were overwhelmed with numbers of participants on the second day as many who were not invited came and we could not turn them away. All of the participants were engaged and enjoyed the training. We are making an impact by working together. Thank you to the Steve Sinnott Foundation for working in partnership with us.
By Ann Beatty May 21, 2025
The UNESCO UK Associated Schools Programme Network (ASPnet) Seeds of Hope for a Better Future project supports UNESCO’s Sustainable Development Goals and ASPnet’s key action areas - promoting peace, sustainability and intercultural learning and heritage, especially in the context of the challenges of climate change. The 2025 Competition seeks to inspire young people and key partners (educators, artists, scientists and others) to work together to create legacy arts and culture projects for the benefit of local, national and international communities and to reflect the importance of protecting and improving the bio-diversity of seeds against the impact of climate change. Young people and their partners are asked to create Seeds of Hope art works/stories in partnership with others. (see: Seeds of Hope for a Better Future – Part 1: Creating Seeds of Hope Stories ) (see also Kew resource links ) . Competition Brief “Imagine you are a seed." Create an artwork that describes your value – as a seed – to the world and your geographical origins. Art works should tell the story about how you – as a seed – must adapt to survive because local weather patterns and conditions have changed and are beginning to make your life perilous. The competition brief above is just an idea to inspire you, you may have another idea of how to interpret Seeds of Hope for a Better Future and share your work. The competition seeks to encourage and inspire young people and their partners to use a range of artistic expressions to create impactful arts and culture legacy projects for the benefit of others. Artwork examples could include: Art works, which can be a gallery exhibition or community art work for long-term display in a prominent outdoor space/public indoor area, and/or a touring exhibition. Illustrated poems/short stories as the focus of presentation for local poetry/story festivals or widely circulated through a variety of print media, such as books/flip books, posters, leaflets or other graphic formats. Digital illustrations using photography/film/animation circulated through social and other public media formats or exhibitions. Performance and/or installation art, such as a young people’s play/opera/musical theatre/dance/installation art/sculpture park. All artwork making a positive contribution to the project’s mission, aims and objectives will be received and shared via the UNESCO ASPnet National Coordinators. About Participation - PARTICIPATION FORM If you are interested in entering the competition, we cordially invite you to consult the Competition Rules and Guidelines and to contact your UNESCO ASPnet National Coordinator for further guidance about participating. PARTICIPATION FORM Good luck everyone! We look forward to seeing how your seeds of inspiration will help communities grow…!
By Sarah Grey & Chauncy Jacques May 19, 2025
Haiti, 1986 With the end of the brutal, US supported, Duvalier regime, 3500 base communities emerged through Ti Legliz (little church). This was Haiti’s own version of the liberation theology which arose in Latin America and similarly addressed social, political and economic justice for their marginalized populations. With Haiti’s illiteracy rate of at least 80%, Ti Legliz organized Alfabetizasyon, literacy programmes in Haitian Creole based on the work of Paolo Freire, the Brazilian educator and activist. In Haiti, Ti Legliz developed an indigenous text, Goute Sel (a taste of salt) focused on the lives of rural peasants and raising up their critical concerns. Teams of community activists led the classes and discussions. Inevitably, the macoutes and military junta who followed the departure of the Duvaliers did not tolerate these programmes. Community leaders were assassinated or went into hiding, materials were destroyed. Following the lost chance of democracy with President Aristide, lost through ongoing US interference, government corruption, outright coups and military occupations, Haiti continues to suffer from the highest rate of poverty and illiteracy in this hemisphere. In 2002 a local project for adult literacy was launched in Limonade, a commune in the Nord department of Haiti. Chancy Jak, a local human rights lawyer and activist, was encouraged by a Creolist from Indiana University. They began with a single class of market women. Chancy gradually built a team of community organizers to extend the programme. An old copy of Goute Sel was rescued and continues to be the basic text for all Alfa classes. Literally translated, Goute Sel means a taste of salt. Numerous references from the Bible have been used to explain this title. However, it is better understood through the Voudou belief that a taste of salt will revive the half dead. Alfa uses the power of literacy to awaken those whose basic human rights have been denied, whose lives are deadened. Despite their unique revolutionary history, Haitians continue to suffer the ongoing effects of colonialism and neocolonialism. Alfa now has 11 sites beyond Limonade. Classes are meeting up in the hills, along the river and out on the coast. Where they cannot borrow a classroom or a little chapel, everyone works together to build a simple shelter. Women and men who were denied any education, who had never held a pencil, are writing. They are reading, manipulating numbers, and questioning history. And they know their rights and responsibilities as citizens. Kofi Annan said, “Literacy is a human right with immense power to transform. It is a bridge from misery to hope. On its foundation rest the cornerstones of freedom, democracy, and sustainable human development.” Alfa has a small but committed support group based in the US Midwest. We believe that literacy lies at the root of our human identity and that for every person it can provide dignity and a means of control for how we live. We, Chancy Jak and his team, and all Alfa participants, continue to be affirmed and strengthened by our ongoing partnership with the Steve Sinnott Foundation. Alfabetizasyon se chemen devlopman  Literacy is the path to development