The Readers Bay Foundation has donated a collection of storybooks to Asesewa Methodist Primary and Junior High School in the Upper Manya Krobo District of the Eastern Region.
The initiative forms part of efforts to promote literacy and improve access to learning materials in rural schools.
The donation took place on Friday, December 12, 2025, during a school-based event that featured poetry recitals, reading competitions in English, French and Ga-Adangbe, as well as cultural dances by pupils.
Winners of the reading competition received certificates in recognition of their performance.
The Headmaster of Asesewa Methodist Primary and JHS, Mr Peter Danso, said the school has long struggled with limited teaching and learning resources, particularly textbooks.
“The main challenge that we have here is textbooks and teaching and learning resources. Many times, we depend on purchasing from outside, which is not enough, and parents do not have the means to buy learning materials such as textbooks for the children,” he said.
According to Mr Danso, the shortage affects almost all subject areas, including English, science, mathematics, social studies, religious and moral education and Ghanaian languages.
“The curriculum is there, but you don’t have the books. So you have to depend on what is sold outside, and parents are not able to afford that,” he added.
He also highlighted staffing challenges, noting that teacher shortages across the district place an additional burden on existing staff and affect the quality of instruction.
The donation comes against the backdrop of a broader learning materials deficit across Africa. According to UNICEF, in many African countries, fewer than 20 per cent of schools can provide one textbook per child, with pupils often sharing books at ratios of 10 or more students per textbook, a situation that significantly limits the development of foundational literacy skills (UNICEF, 2024).
The Readers Bay Foundation is a non-profit organisation focused on supporting underprivileged children and communities to improve literacy and numeracy levels. The foundation mobilises reading and learning resources and designs interactive activities aimed at making reading engaging and enjoyable for children.
Founder of the foundation, Ms Irene Boakye-Danquah, said the initiative is inspired by the United Nations Sustainable Development Goal 4 (SDG 4), which seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
“Every child deserves access to basic, quality education for a better future,” she said, adding that access to books remains a key barrier for many rural schools.
Pupils welcomed the donation with enthusiasm. A Junior High School Two student, Jessica Jornoboah, said the books would help her improve her reading ability.
“I am very happy about the storybooks. This will help me improve my reading skills,” she said.
Mr Danso expressed appreciation to the foundation, describing the donation as timely.
According to him, the books will be shared among pupils and, where possible, taken home during holidays to encourage independent reading. Pupils will be required to write and present short reports on the books they read.
“If we have enough books, we can give them out for children to read at home and later defend what they have read,” Mr Danso explained.
He added that improved access to reading materials could strengthen literacy levels, support classroom instruction and contribute to better educational outcomes in the community.
While welcoming the donation, the headmaster appealed for additional support from individuals, non-governmental organisations and corporate bodies.
“We do not have a library, and we need more books so that every child can have access. Our arms are always open for more support,” he said.
The school also requires assistance with library development, teaching materials and infrastructure to sustain reading and learning initiatives.
The donation by the Readers Bay Foundation highlights the role of community-based organisations in addressing learning material shortages in rural schools. As efforts continue to improve literacy and educational equity, stakeholders say sustained collaboration and investment will be essential to ensuring that no child is left behind.
