Dr. Eric Armah Bempong, a lecturer at KAAF University, is questioning why Ghana’s schools have moved away from agricultural self-sufficiency. He believes the loss of school farming isn’t just about food production, but about losing a vital educational tool. This shift raises important questions about how we teach practical skills to the next generation.
For many years, secondary schools operated as small-scale agricultural hubs that fed their own students. These systems integrated farming into the daily rhythm of student life, blending classroom theory with hands-on labor. By producing their own food, institutions reduced costs and taught students the value of hard work and responsibility.
Reflecting on his own time in secondary school, Dr. Bempong remembers a system that worked. “When I was in SHS, we had large school farms where we cultivated maize, which was enough to feed the entire school throughout the term,” he recalled. He also noted the livestock programs, stating, “We also had poultry, and at the end of each term, chicken was used to prepare meals for all students.”
Today, however, bringing back these practices is more complicated due to changing social perceptions. Dr. Bempong worries that “some human rights activists may describe it as abuse” if students are involved in farming to support school feeding. He argues that this is a misinterpretation of human rights, stating, “They do not fully understand the concept and are applying it incorrectly.”
The disappearance of these programs leaves a gap in both food security and vocational training. Dr. Bempong is calling for a return to these practical policies to ensure students graduate with more than just textbook knowledge. He leaves us with a pressing question: “Where are all these good policies?”
