Imagine a school where students don’t just learn about agriculture—they live it, breathe it, and even eat from it. That’s the reality at the Northern College of Science and Technology (COSTECH) in Yendi, Northern Region, Ghana, which has just been crowned the National Best Junior High School in Practical Agriculture at the 41st National Farmers’ Day celebration in Ho. But here’s where it gets even more inspiring: this isn’t just a trophy on a shelf. It’s a testament to years of hard work, both in the classroom and on the farm, that has transformed the way students engage with agriculture—and their futures.
The school’s dedication was rewarded handsomely. Alongside the prestigious title, COSTECH received a mini-van, a 12-unit classroom block funded by the Ghana Education Trust Fund (GETFund), a tricycle, a thresher, knapsack sprayers, agrochemicals, and even practical tools like cutlasses and Wellington boots. And this is the part most people miss: the school’s impact extends beyond accolades. At the Northern Regional Farmers’ Day celebration in Kulkpeni, Yendi Municipality, COSTECH was also honored with a citation for its unwavering commitment to instilling a love for agriculture in its students.
Formerly known as 7As, COSTECH is no stranger to recognition. It was named the Best Educational Institution in Agriculture in the Yendi Municipality at the 39th Farmers’ Day celebration. But what sets this school apart? It’s not just about growing crops—it’s about growing minds. Students cultivate maize, soybeans, cabbage, and carrots, while also rearing guinea fowls, chickens, sheep, cattle, goats, and turkeys. They’ve even ventured into tilapia and catfish farming. And here’s the game-changer: the farm produce isn’t just for show—it’s used to feed the students, easing the financial burden on their families.
But here’s where it gets controversial: In a region grappling with poverty, where many students struggle to pay tuition and feeding fees, COSTECH’s model raises a thought-provoking question: Could school-based farming be a sustainable solution to food insecurity and education costs? Last year, the school caught the attention of President John Dramani Mahama, who visited the farms during his Northern Region tour. He pledged support for expanding such initiatives nationwide—a move that could revolutionize how schools approach agriculture.
Nathaniel Adams, the school’s founder, credits the government’s recognition as a catalyst for scaling up their efforts. Since its inception in 2013, COSTECH has integrated farming into its curriculum not just to feed students but also to reduce operational costs. “The idea was to expose students to agriculture and spark their interest,” Adams explained. But it’s more than exposure—students actively participate in every stage of farming, from land preparation to harvesting, gaining hands-on experience in modern agricultural practices.
Northern Regional Minister Ali Adolf John hailed COSTECH as a pacesetter, urging other schools to follow its lead. But let’s pause for a moment: Is this model replicable everywhere, or is it uniquely suited to Yendi’s context? What challenges might other schools face in adopting similar initiatives? These are questions worth exploring as we celebrate COSTECH’s success.
As we reflect on this story, it’s clear that COSTECH isn’t just teaching agriculture—it’s cultivating hope, resilience, and a brighter future for its students. But what do you think? Is school-based farming the way forward, or are there better solutions to address poverty and education? Share your thoughts in the comments—let’s keep the conversation growing.
