George Sarfo

My name is George Sarfo, and I'm a robotics educator, product developer, motivator, and computer lover. Building robots and working on electronic projects to tackle problems in my community are two of my passions. I enjoy working in a group and I am always eager to learn new things, therefore I adapt my personality to work with everyone.

I began my creative path in fifth grade, when a coworker introduced me to the construction of toy vehicles out of wood, despite my lack of programming or remote control experience. I became interested because it was simple to learn. Without knowing how to use a computer, computer programming, or remote control, I was able to build a variety of robots and toy cars.

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After graduating from junior high, I learned about Tech Era, an organization that teaches kids and the poor about technology while providing them with the optimism they need to realize their potential to alter themselves, their communities, and the world at large. The tech era program began, and I was lucky enough to be accepted as a beneficiary. I learned how to operate a computer and obtained some necessary programming abilities to increase my creativity as a result of the curriculum. It was a fantastic addition to my knowledge because it got me thinking about how much more I could do with computers and programming, and how much more unique my invention could be.

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At the end of my training, I learned how to use Arduino to program electronic components such as LEDs, motors, and sensors. The experience provided me with a better understanding of what I wanted to do later in life.
My greatest obstacle as a child was obtaining a personal computer in order to enhance my programming skills, as well as purchasing electronic components, which are difficult to come by in Ghana. Furthermore, financial limits combined with an internet purchase made it tough for me to have the practical experience to supplement my knowledge after learning a lot of theory through training, video lessons, and PDF reading.

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I began engaging schools, training kids and schools, and preparing them for contests in an attempt to overcome the aforesaid difficulty. This was done to raise revenue for the components as well as to meet some of my own requirements. While I was raising funds through teaching, my understanding of how to create robots and other electronic projects grew. Furthermore, I have been able to devise several methods to assist in the resolution of problems that have arisen. One of the most notable was an automatic fire and gas detector, which sends a notification whenever it senses a fire or a gas leak. I also designed a water tank monitoring system that switches off and on the motor pump based on whether the tank is full or empty. I have created a self-opening dustbin that detects when you approach it.

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I realize that the average Ghanaian child lacks adequate robotics experience, due to the limitations of the traditional education system in meeting this need. Although some organizations have made efforts to provide solutions, they have been insufficient. Access to robotics kits, a fundamental requirement for learning and participation in robotics competitions, remains a significant challenge due to financial constraints, thereby depriving a large population of Ghanaian youth and schools of the opportunity to acquire robotics skills.

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To address the inadequate robotics experience among Ghanaian children, the Ghana Robotics Competition proposes the use of 3D-printed robots, which are locally produced. This approach would make robotics kits more accessible to young people and enable them to learn and design their 3D parts. By enabling students to learn how to design their own 3D parts and attachments, we can empower them to think creatively and develop their own unique solutions to challenges. This skill can also be valuable in other fields and industries, making it a valuable addition to our overall goal of preparing students for the future. Through robotics competitions, students can apply their knowledge in practical scenarios and develop essential skills that would prepare them for a future where cyber-physical systems are prevalent.