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 recently snagged the title of 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 impressive: this isn’t just a one-time achievement. COSTECH has been quietly revolutionizing how schools approach agriculture, and their efforts are paying off in ways that go far beyond trophies and accolades.
The school’s victory wasn’t just celebrated with a pat on the back—it came with a treasure trove of rewards. They received a brand-new 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: these resources aren’t just for show. They’re essential tools that will help COSTECH scale up its agricultural programs, ensuring students continue to gain hands-on experience in modern farming practices.
But here’s where it gets controversial: In a region grappling with poverty, COSTECH has taken a bold step by using its farm produce to feed students, effectively reducing the financial burden on their families. Is this a sustainable model for other schools, or is it a Band-Aid solution? The debate is worth having. Meanwhile, the school’s founder, Nathaniel Adams, sees it as a win-win: students learn valuable skills, and their families get much-needed relief.
COSTECH’s journey to the top hasn’t been overnight. Formerly known as 7As, the school was first recognized as the Best Educational Institution in Agriculture in the Yendi Municipality at the 39th Farmers’ Day celebration. Their farm isn’t just a plot of land—it’s a thriving ecosystem. Students cultivate crops like maize, soybeans, cabbage, and carrots, and rear animals ranging from guinea fowls and chickens to sheep, cattle, goats, and turkeys. They’ve even ventured into tilapia and catfish farming. And this is the part most people miss: these activities aren’t just extracurricular—they’re integrated into the curriculum, giving students a holistic education that blends theory with practice.
The school’s innovative approach caught the eye of none other than former President John Dramani Mahama, who visited the farms last year as part of his Northern Region tour. He pledged support for expanding school-based farming nationwide, highlighting COSTECH as a model worth replicating. But here’s the question: Can other schools, especially those in urban areas, adopt this model? Or is COSTECH’s success tied to its rural setting and unique circumstances?
Nathaniel Adams, the school’s founder, credits their success to a simple yet powerful philosophy: “We’ve been farming since 2013 not just to feed our students, but to ignite their passion for agriculture.” He emphasizes that students are involved in every stage of the farming process, from land preparation to harvesting, giving them practical skills that could shape their futures. Northern Regional Minister Ali Adolf John echoed this sentiment, calling COSTECH a “pacesetter” and urging other schools to follow suit. But is this call to action realistic, or is it easier said than done?
Here’s the bold question we’re leaving you with: In a world where agriculture is often overlooked as a career path, could schools like COSTECH be the key to reviving interest in farming among the younger generation? Or is this just a niche success story? Let us know your thoughts in the comments—we’re eager to hear your take on this groundbreaking approach to education and agriculture.
