Since the beginning of PAAJAF Foundation in 2007, our priority has been to provide opportunity to disadvantaged children in Ghana of a better future through education. We proudly see our students taki...
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Education in Ghana: Difference between revisions
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{{Problem | {{Problem | ||
|Description=The problem of education in Ghana is characterized by inadequate infrastructure | |Description=The problem of education in Ghana is characterized by inadequate funding, poor infrastructure, and a shortage of qualified teachers, resulting in low enrollment rates, high dropout rates, and low levels of literacy and numeracy among students. Additionally, there is a significant disparity in access to education between urban and rural areas, as well as between boys and girls. | ||
|Region=Ghana | |Region=Ghana | ||
|coordinate=, | |coordinate=, | ||
|parent=38273 | |parent=38273 | ||
|geo_id=2300660}} | |geo_id=2300660}} | ||
Revision as of 10:48, 28 June 2023
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Region: Ghana
The problem of education in Ghana is characterized by inadequate funding, insufficient infrastructure, and a shortage of qualified teachers, resulting in low enrollment rates, poor quality of education, and limited access to higher education opportunities for many students.
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This project is fundamental for the organization to be able to operate while securing the school-building for our students.
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=Challenge=
PAAJAF runs pre and primary schools providing educatio...
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In an effort to connect children to the internet, we are working with the infamous teacher Owura Kwadwo, originally from Kumasi, Ghana, teaching ICT in a rural farming community, which lacks basic eq...
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Construction continues at our permanent campus East of Accra. Providing safe pathways and lighting throughput the campus continues. Housing for students will be the next phase of our building plan. Pa...
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A School in the heart of a fishing community in Ghana where the children arrive to an empty classroom with no resources to learn. This is the reality, the schools are under funded and teachers often d...
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