Between the River and the School: Decoding Community Priorities in Rural Guinea.
Positive Minds | Positive Stories | Edition 037
Since childhood, my mother instilled in me a timeless wisdom - "Son, education is not synonymous with knowledge." This adage came to life years later during my stint as the technical coordinator for a World Bank project in Guinea. This initiative aimed to improve access to basic social services in rural communities and enhance local leaders' project management skills.
The project's latter objective materialised by enabling the communities to choose, implement, and manage projects under my stewardship as the coordinator.
As the pilot phase concluded, a team of evaluators from the World Bank embarked on a field visit. Their focus rested on a school construction project in a remote village nestled in Forest Guinea. The experts' surprise over the rudimentary palm trunk bridge across the river rapidly transformed into chagrin when one of them took an unexpected plunge into the river.
Their ire was swiftly directed towards me. They questioned my decision to let the community build a school on the other side of a potentially dangerous river. "A bridge is an obvious priority here," they asserted. Remaining serene, I proposed an alternative. "Why don't we consult the village chief? After all, it is their choice."
Mr Kpoghomou, the village chief, heeded the call to articulate the true priorities of his community. For them, the school was not just a building but a comprehensive solution addressing their three pressing challenges.
Firstly, it provided an accessible educational institution for their children, negating the gruelling 8 km daily journey they previously had to endure. Secondly, the construction of the school sparked a parallel initiative within the community to build a culvert over the river, demonstrating their capacity for autonomous problem-solving. Finally, the project acted as a catalyst for the expansion of the village itself. Hemmed between a mountain and the river, the village needed more space for growth. The school and the soon-to-build culvert would allow them to extend beyond the river, sustainably utilising their natural environment.
Stunned into silence by the wisdom of a man who hadn't spent a day in a formal school, the experts were left to reconsider their initial assumptions.
This encounter reminded me vividly of my mother's wisdom - "Son, education is not synonymous with knowledge."
There are three moral lessons from this story:
Listening is Learning: True wisdom comes not from speaking but from the depth of listening and the humility to ask questions. A genuine understanding of a situation often lies beneath the surface, hidden from those who fail to listen truly.
Context Matters: Considering the cultural, social, and environmental context is crucial before making judgements or decisions. What may appear evident from one perspective may not hold from another.
No Monopoly on Knowledge: As Socrates said, "No one has a monopoly of knowledge. He who claims to know everything becomes ignorant." The village chief, with no formal education, offered an invaluable lesson in sustainable development to the so-called experts. That's why it's essential to adopt a modest approach to knowledge and recognise that we can always learn from others and the world around us. Intellectual humility helps us remain curious, question our beliefs and continue to grow as individuals.
Let's strive to prioritise understanding over quick judgement in all our endeavours. Let's pause, listen, and ask questions.
Remember, the next insightful lesson might come from the least expected sources. Cherish each interaction as an opportunity to learn, grow, and build a better world together.
