By Mary ASHUN (Dr)
As I prepare to host a session on Building Sustainable Fundraising Models for African Institutions and Schools during CASE Africa’s Online Conference on 8&9 April, 2025 (https://www.case.org/conferences-training/case-africa-online-conference) I am motivated to share some thoughts about a quiet revolution taking place in the educational sector, driven not by government policies or international aid, but by the unwavering commitment of high school alumni.
Across Ghana, former students are returning to their high school alma maters, pooling resources, and spearheading projects that are transforming the learning environments of their schools.
This phenomenon, while not entirely new, has been amplified in recent years by the power of social media, which has turned alumni giving into a visible and celebrated movement. While governments are often seen as the primary custodians of education, the reality in Ghana tells a different story.
It would seem that if alumni did nothing, many schools would remain in a state of disrepair, with outdated facilities, inadequate resources, and limited opportunities for students. Alumni contributions have become a lifeline for many institutions, filling gaps that government funding alone cannot address.
In the West, alumni giving often takes the form of periodic donations or endowments, where individuals contribute to their universities over time, and the institutions manage the funds. Alumni giving to their high schools is not really “a thing.” In Ghana, however, giving back to one’s high school is “a thing,” where the driving force behind alumni giving is the “year group”—a collective of alumni who graduated in the same year.
These year groups have taken on the responsibility of improving their alma maters, often organizing themselves into structured committees to fundraise and execute projects.
These high schools, the recipients of alumni largesse tend to be boarding schools, fostering a unique sense of community and bonding among students. Living together for several years in a character-forming environment creates lifelong connections and can also allow for a deep sense of loyalty to one’s alma mater.
This bond is often harder to replicate in private, day schools, where students may not share the same immersive experience. However, this does not mean that private schools cannot foster a strong culture of alumni giving. Some British and American private day schools, for example, are known for their robust alumni networks and traditions of giving.
Ghanaian private schools can harness their own unique contexts—whether through strong academic traditions, extracurricular achievements, or community engagement—to build similar cultures of loyalty and philanthropy among their alumni.
This model has its advantages. By decentralizing the responsibility of fundraising and project execution, year groups have been able to deliver results quickly and efficiently. Instead of waiting decades for a classroom block to be built through government channels, year groups harness their collective power to push projects forward.
Social media has played a crucial role in this process, enabling year groups to mobilize resources, share updates, and celebrate their achievements in real-time. This, many Ghanaian alumni report, has been very motivating.
At the heart of every successful year group is a well-organized network of alumni who connect, collaborate, and mobilize resources to achieve common goals. Unlike the more formalized systems seen in Western universities, Ghanaian high school alumni rely heavily on social media platforms like WhatsApp, Facebook, and Instagram to stay connected and coordinate their efforts. These alumni groups are often anchored to an alumni association that provides established structures and guidelines for their philanthropic efforts.
For example, at Achimota School (the author’s alma mater), the Old Achimotan Association (OAA) has clear guidelines outlining what a year group is encouraged to deliver at milestones such as 10, 25, 40, and 50 years out of school.
These guidelines help year groups set goals to ensure that their contributions align with the school’s long-term needs, fostering a sense of continuity and shared purpose among alumni.
Measuring impact: Beyond brick and mortar
The impact of alumni giving is often measured in tangible terms—new classroom blocks, renovated dormitories, state-of-the-art science labs, and ICT facilities.
These contributions are undeniably important, as they directly improve the learning environment for students. But the impact of alumni giving goes beyond infrastructure. For students, seeing alumni return to invest in their schools sends a powerful message:
that their education matters, and that they are part of a community that values their success. This sense of belonging can be a powerful motivator, inspiring students to work harder and dream bigger. For alumni, giving back is a way of preserving their legacy and staying connected to their roots.
It is a reminder of where they came from and how far they have come. And for schools, alumni contributions are a testament to the enduring bonds that tie students to their alma maters, long after they have graduated.
Contributing to the physical infrastructure of one’s alma mater is definitely not the only way to help. We do not have to spend money in huge amounts to be “seen” to have done anything worthy.
Unfortunately, the emphasis on physical output has sometimes led to a situation where those who cannot contribute large sums feel excluded or discouraged, causing some to leave alumni groups.
However, many year groups are engaging in equally impactful, though less visible, activities. For example, year groups in a number of alumni associations hold career consultations with students, offering advice and mentorship that can shape their futures.
These efforts, though they leave no physical monuments, are invaluable in inspiring and guiding the next generation. Other initiatives include organizing motivational talks, providing scholarships, and supporting extracurricular activities.
These forms of giving, though less tangible, are just as important in fostering a culture of support and inspiration within school communities that are largely public, government-funded institutions.
Sustainability and accountability
While there is much excitement over the successes achieved by year groups in this fundraising movement, one cannot ignore the undeniable pressure on subsequent year groups to match or surpass the achievements of their predecessors can be overwhelming.
In some cases, this has led to a sense of competition, with year groups striving to outdo one another in the scale and impact of their projects. While this can drive innovation and urgency, it also raises questions about sustainability and equity.
Not all year groups have the same resources or networks, and some schools may struggle to attract the same level of support as others. There is also the question of sustainability—how can we ensure that this momentum is maintained over the long term if it is yielding so much good?
One opportunity lies in strengthening the role of alumni associations. While most high schools already have alumni associations, their effectiveness varies widely. Some are highly organized and proactive, while others struggle to rally their members.
By sharing best practices and fostering collaboration between year groups, alumni associations can play a more central role in driving long-term impact.
Another opportunity lies in leveraging technology to enhance transparency and accountability. By using digital platforms to track donations, share updates, and report on project outcomes, year groups can build trust and encourage more people to contribute.
Recent success stories: Alumni giving in action
The power of alumni giving is evident in the remarkable projects that have been completed recently from various year groups in these schools:
- Adisadel College alumni:
- Renovated a building they lovingly call “Job 600.” St. Augustine’s College alumni:
○ Upgraded the School science laboratories.
- Holy Child School alumni:
- Donated 2 million cedis for school upgrades.
- Achimota School alumni:
- Equipped four science labs with new equipment.
○ Began construction on an 18-room learning block.
○ Conducted a medical outreach to the neighboring community of Anumle:
■ Donated medicine.
■ Carried out consultations for village residents.
- Mary’s Girls’ School:
- Built a state-of-the-art food and nutrition laboratory.
- Wesley Girls’ High School:
- Increased security on campus by renovating their school gate and a key building.
- Aburi Girls’ School:
- Upgraded their kitchen.
○ Provided a cold room.
- GSTS Takoradi:
- Modernized their school kitchen with automated equipment, making cooking for thousands of students easier.
These projects, shared widely on social media, are a testament to the impact of alumni giving and the pride that comes with investing in one’s alma mater. One almost wakes up expecting that all the notifications popping up on instagram have to do with a philanthropic project in another school…and that is a good feeling.
A favourite blogger of alumni groups is @osei_douglas_live (Instagram), an alumnus of Opoku Ware Senior High School and a University of Ghana political science graduate whose almost daily posts remind us that alumni groups have fast become a force for educational good, while daring us to feast our eyes on the inevitable fashion shows from the alumni ladies as they celebrate with one another and their school!
A call to action
In a world where governments alone cannot solve every problem, the power of collective action has never been more important. Ghana’s high school alumni have shown us what is possible when we come together for a common cause. Now, it is up to all of us to ensure that this movement continues to grow, for the benefit of every student, every school, and every community.
We wait with bated breath to see what will happen in the second half of the year as alumni from all over Ghana step up to honour their schools.
Dr. Ashun is the CEO of Ghana International School, a privately funded K – 12 School in Accra, Ghana. She is a proud alumna of Achimota School (Est.1927) and is a committed member of the Class of 1985 whose legacy project after 40 years of graduating culminated in the equipping of 4 science laboratories for the school. She will be moderating a session during
CASE Africa Online’s FREE conference
(https://www.case.org/conferences-training/case-africa-online-conference) and will also be moderating a national dialogue on this same topic later in the year. Connect to receive updates via LinkedIn @DrMaryAsabeaAshun and IG:@GloballyRestless.
