Brendan Grehan, education development officer, Eritrea
Brendan Grehan, a teacher from Dublin, spent two years working in education development in Eritrea.
Teaching is a tough job wherever you are. In Ireland we have excellent training for our student teachers and good school facilities to assist us in our daily work, but this is not necessarily the case in many countries. Kids, wherever they are, need skilled and motivated teachers to give them any chance of a good future. For those who wish to become involved in teaching or training teachers in developing countries, the change can be refreshing and encourages us to look critically at ourselves as teachers.
Beautiful Eritrea
After teaching science and chemistry in Britain and then in Coolmine Community School in Dublin, I signed up with VSO to work in Eritrea, a country in north east Africa about the same size and population of Ireland, for two years. Like most people I knew little about this country before my departure. At only 13 years of age, Eritrea is younger than most of my students, born from 30 years of civil war, breaking away from its large neighbour, Ethiopia in 1991.
My home was the 'servants' quarters' of a large house in the capital, Asmara. At 2,500 metres above sea level we had a climate described as one of the best in the world with almost constant blue skies and sunshine, and temperatures in the mid 20s to low 30s - hence settling back to Ireland this summer could be a challenge. The city has the feel of a sleepy Mediterranean town from decades of occupation from the Italians at the start of the last century, with pasta and cappuccino as common as local foods.
Involving students more in lessons
My job was to work with the science teachers in 35 junior schools in and around Asmara to augment their limited training and to assist them in moving away from 'chalk and talk' teaching, to making lessons more involving for their students. With about 150 science teachers and an area the size of greater Dublin, it was a challenge. With the help of a motorbike, I would arrive at some of the village schools in clouds of dust and local children, to observe lessons, give feedback and then to teach demonstration lessons. I particularly enjoyed the latter part even though it was tough trying to be understood and often there were 60-90 blank faces staring back at me in bewilderment or disbelief at what this grown adult was doing.
The teachers were always appreciative and enjoyed the visits, even if they didn't necessarily take on my comments or suggestions. Over the two years, I ran a series of workshops for regional staff, directors and teachers, dealing with common issues. Up-skilling teachers is a slow process which will continue through other volunteers in the future.
Working with other organisations
Many of the volunteers in Eritrea also enjoyed working outside their main role. I worked with UNICEF on the production of two 'Big Books' to be used in all primary schools next year, and on a report to assess and suggest ways of improving in-service teacher supports at Teacher Resource Centres. I also worked with UN peacekeepers in improving sports facilities at one of the schools in my area. There's always a new challenge or interest, often in areas we wouldn't be able to get involved in at home in our regular teaching jobs.
During the two years I met and worked with some great people many of whom I now think of as friends. I learnt new skills such as entertaining classes of close to 100 students, riding a motorbike over areas loosely described as roads, eating with three fingers of my right hand, and a lot of patience. I also got a great tan! The image I will be left with is the amazing warmth and generosity of the people, both colleagues and complete strangers that I met over the two years.
