by Nargiza Kiger, BLS student, Tamale, Ghana
I am in the middle of my online midterm test, and rather confident that I know the material, but becoming anxious because the test has a limited time and my internet connection is being torturously slow. I click to submit my answer, and watch the precious seconds go past, becoming more anxious as I wait for the next question to finally appear. I answer it…click…and wait again.
That’s when the power goes out.
Cussing and feeling defeated I storm outside to calm myself. The last time the power went out (the day before the test), it lasted for over twelve hours. In my head I am already drafting yet another email to my professor trying to explain my situation. “Just don’t make it sound like one of those excuses professors get from students all the time,” I tell myself as the security guard approaches me.
I have been living in the West African region since 2011—the same year I became a student at UNCG—and since then I have been taking my classes from Nigeria and Ghana. Living in West Africa is exciting and rewarding both on a personal and a professional level, and the new phenomenon of “distance learning” creates huge opportunities for a student like me, who can live in Ghana and take online classes from an American University. However, living in and taking online classes from Tamale has its own set of challenges. Sudden power losses and slow, at times non-functioning internet are common situations. Reliable internet access and reliable electricity are rare. As a distance learner I face these challenges on daily basis. It can be maddening.
As Ibrahim the security guard approached me, I wanted to vent my frustration and complain to someone about how challenging it is to be a distance learner when you have such poor infrastructure around you. In the course of our conversation something special happened that made me reflect back on the bigger picture and why am I a student in the first place. He brought me back to reality, and now any time I am frustrated about my tests, quizzes and mid term exams, I remember the story of Ibrahim Sulemana.
Ibrahim is a 22-year-old young man who wants to be a medical nurse. He was the oldest son of a farmer who relied on him greatly in managing the farm. When Ibrahim was 14 an educational project “Literacy and Development through Partnership” came to his community. This project focused on adult education and taught them how to write and read in English, the formal language of Ghana. Ibrahim joined the project and started going to night school after long, labor-intensive days in his family farm. Only at the age of 14 did he have access to basic education that I had had access to at the age of 7 growing up in Uzbekistan.
In rural parts of Ghana basic education can easily become a burden for parents. In rural Ghana a person on average lives on $2 USD a day. Although the education itself free from 1st grade to 9th grade, if you want to go to high school you have to pay on average 100 Ghana Cedi ($50 USD) per academic year. Private schools are 4-5 times higher. Because Ibrahim wanted to further acquire his higher education, it was crucial to graduate from high school.
Ibrahim committed to his night school education so much that his uncle noticed his abilities and convinced Ibrahim’s farther to let Ibrahim go to high school. In the following farming seasons, his father encouraged Ibrahim to hire some assistance in the field, so he could spend less time on the field and more at school. Ibrahim joined the junior high school at the age of 17 and graduated from High School in 2013 at the age of 22. He paid for his school from the small profits he made from growing rice. He told me that one year he had such a bad yield (6 sacks of rise) that he did not have any money or rice left when he paid his school expenses.
Ibrahim told me that he was surrounded with classmates who were much younger than him and always felt a bit ashamed, but he said that adult students like him tend to have clearer goals and have less time to “play around.” Now he is studying for his standardized entrance exam for the Nursing School. He tells me that it is very competitive and mostly not based on merits. Since he has no connections to the influential people at nursing school, he says that he has to only rely on his abilities and knowledge. At the same time the educational system favors those with financial capabilities. Ibrahim says that if a person pays about $5,000 in bribes to “the right person,” the person’s place at the Nursing school can be secured without any exams. He knows that it is impossible for him to save up that much money working as a security guard and making about $150 a month. So, he is determined to challenge himself and take the test. He told me that most of his salary and harvested rice is spent on his siblings’ education. He wants them to be educated at much earlier age than he was.
The day Ibrahim and I shared our educational journeys was the day I told myself that I will not feel frustrated over small challenges and will do my best to focus on the bigger picture. Ibrahim’s story made me reflect on educational journeys that many young people go through in different parts of the world, facing their own challenges. Most of us in the United States are lucky to have the opportunities in front of us. We only have to recognize them and take advantage of them. Immense resources and technology make education even more accessible. Online education has become a widely used approach in non-traditional education. It definitely allows me to achieve my educational progress from the other side of the Atlantic Ocean.
Ibrahim and I became good buddies since our bond over our educational goals. We both encourage each other in our so different world, and remind each other of our ultimate goals in this journey. Recognizing poor availability and access of the resources for Ibrahim, I now share my books with him, as he is very nervous about passing English on his big test.
Nargiza Kiger (rhymes with “tiger”), a senior in the BLS Social Sciences concentration, currently lives in Tamale, Ghana with her husband. A resident of North Carolina, she finished her Associate of Arts at Forsyth Technical Community College before coming to UNCG. Prior to that, she grew up and started her education in Kyrgystan and Uzbekistan, and she speaks enough languages that the College foreign language requirement probably won’t be an issue for her.