Mr. Kwasi Boafo
District Director of Education
The current District Director of Education, Kwahu East, Mr. Kwasi Boafo, holds
- MA (Adult Education)
- Ed (Technology)
- Diploma Ind. Arts Education)
- Certified Facilitator of Competency Based Training Programme by Council for Technical/Vocational Education and Training (COTVET)
- He held the position of the Vice Principal (Academic) at the Accra Technical Training Centre, Accra.
- Has also received Management Training in Technical Education in Yokohama, Japan in 2011 and in Institute for Construction and Technology Education Incheon, Korea in 2014 and many others.
- Was appointed and assumed full responsibility of the Education Directorate as the District Director in September, 2014, which he has served to date.
The Kwahu East Education Directorate was carved out of the Kwahu South District Education Directorate in March, 2017. The office is located at Pepease, about 2.5 km from Abetifi, the District Capital.
The directorate became operational in September, 2008 with Mr. Abraham A. Sowah, the then Kwahu South District Director of Education, assigned the additional responsibility as the Kwahu East District Director of Education.
- 2008-2010 – Mr. Abraham A. Sowah
- 2010-2013 – Mr. Kofi Baffour-Awuah
- 2013-April, 2014 – Mr. David Afram
- September, 2014-Date – Mr. Kwasi Boafo
The directorate has about forty three (43) personnel of both teaching and non-teaching staff members, who work within four (4) main departments; the Accounting and the Auditing units.
- Human Resources Management – This is headed by Mr. Kennedy Oduro Asamoah
(Assistant Director I).
- Education Management Information and Statistics Department (EMIS) is headed by Mr.
Kofi Morpkorkpor D. (Assistant Director I).
III. Finance and Administration Department (F/A) headed by Mr. Omane Opoku-Fori
Charles (Assistant Director II).
- Monitoring and Supervision Department, which is headed by Mr. Anthony Tseh (D/D)
- District Accountant – Mr. Ablordeppey Michael
- Auditor – Mr. Elvis Okrah Sasu
The District has been sub divided into seven (7) Circuits namely:
|1||Oframase||Mr. Boafi Acheampong|
|2||Kwahu Tafo||Mr. Kumi Daniel|
|3||Abetifi||Mr. Boadu Bismark|
|4||Akwasiho||Mr. Opoku Stephen|
|5||Nkwatia||Mrs. Grace Esi Obuobi|
|6||kotoso||Mr. Franklin Kissi Fobi|
|7||Hweehwee||Mr. Agbah Stephen|
There are about sixty five (65), sixty four (64) and forty five (45) KG, Primary and Junior High Schools respectively.
The District can boast of five (5) Senior High Schools namely –
- Nkwatia St. Peter’s Senior High School.
- Nkwatia Presby Senior High School
- Abetifi Presby Senior High School
- Pepease St. Dominic’s Senior High/Tech.
- Kwahu Tafo Senior High School
TWO TECHNICAL SCHOOLS
- Kwahu Tafo St. Joseph’s Technical Institute
- Abetifi Technical Institute.
ONE VOCATIONAL SCHOOL
- Abetifi Vocational Training Institute (AVOTRAIN)
ONE PRIVATE SENIOR HIGH SCHOOL
Akwasiho Senior High School and nineteen (19) Basic Private schools
There are about Eight Hundred, Sixty Four (864) total number of teachers who teachers from the KG to the JHS made up of four hundred and one (401) Females and Four Hundred and Sixty Three (463) Males.
- Miaso D/A JHS
- Oframase D/A JHS and R/C JHS blocks
- Abisu No.1 D/A
- Ankoma D/A JHS block
- Kotoso D/A (millennium challenge)
- Hyewoden D/A JHS block
- Asempaneye D/A – uncompleted
- Kwahu Tafo Presby KG block
- Kwahu Tafo Presby Primary – uncompleted
- Kwahu Tafo Methodist ICT lab
- Bokuruwa Presby Primary block
- Bokuruwa Presby Primary block
- Nteso D/A JHS block
- Nteso Anglican Primary block
- Nkwatia St. Peter’s JHS new block – uncompleted
- Nkwatia R/C Primary block
- Nkwatia SDA JHS block
- Aduamoa Presby KG
- Pepease D/A JHS block – uncompleted
- Abetifi Anglican Primary/JHS block
- Suminakese D/A Primary
- Asikam D/A Primary block
- Suntre R/C Primary block
- Hweehwee D/A Primary block
- Dwerebease Presby Primary block
- Onyemso D/A Primary block
- Oboyan Teachers Quarters
Formal education in the Kwahu East District is provided by both public and private sectors. However, the public sector dominates. There are all levels of education from pre-school through primary, J.S.S., vocational/technical to University except Polytechnic. The table below shows the number in the various levels.
SOURCE: KEDA-DDE, 2014
Direct responsibilities for schools management rest with the head teacher/master of the respective schools who, in turn, are supervised by the District Education Directorate headed by the District Director. The School Management Committees (SMCs) and Parent Teacher Associations (PTAs) assist in the management of the schools. The district has 6 circuits with 6 supervisors who visit schools within their localities periodically to report on them. One major problem being faced by the circuit supervisors is mobility. Textbooks and other teaching aids are provided by government under the Free Compulsory Universal Basic Education (fCUBE).
Generally, educational infrastructure in the district needs improvement. However, the situation is comparatively better in the second cycle and Tertiary institutions. The problem is even worse in the basic schools in the rural areas where some classrooms are built of mud or held under open sheds. A lot of classrooms even in the towns need rehabilitation. The District Assembly and Development Partners constitute the major source of provision of classroom blocks and ancillary facilities through funds released from the DACF and support from Government of Ghana and Development Partners such as the European Union, CBRDP and DANIDA.
Gender parity (ratio between girls’ and boys’ enrolment rate) is not favourable in the district as records show that a disparity between girls and girls. However, parity has been improving since 2010 from as low as 0.8 to 0.91 in 2013. This indicates female:male ratio of almost one as shown in Table 1.33.
Source: KEDA-DDE, 2014
The table below summarizes the student/pupil enrolment by level and sex. Generally, the enrolment levels for females are lower than their male counterparts. The enrolment levels especially for females (50%) compares favourably with that of males (50%) at the lower levels but keeps decreasing as the level increases and decreases sharply at the higher levels of education.
The enrolment at the pre-school is not encouraging as compared to the enrolment at the primary level. This could be explained by the fact that most of the children enter the primary school without going through the pre-school.
Source: KEDA-DDE, 2014
Staffing in Schools
Staffing in schools in the District is skewed in favour of the peri-urban areas as most Teachers find it difficult to stay in the rural communities which lack basic amenities as electricity, water and good road network. Those who accept postings to such areas normally absent themselves from school on Mondays as they tend to spend the weekends away from their stations. An improvement in the conditions of the rural areas coupled with incentive packages for Teachers who accept postings to such deprived areas will therefore go a long way in attracting more Teachers to teach there.
In terms of availability of Teachers in the District, the situation can be said to be relatively favourable compared to other jurisdictions even though a lot more has to be done to attract more qualified Teachers. The pupil/Teacher Ratio in public KG and Primary Schools is 27:1 and 29:1 respectively while that of the JHS and SHS is 15:1 and 19:1. Below is a table showing the various levels of education and the teacher population by gender.
|Level||Total school enrolment||Trained||Untrained||Total||P:T Ratio|
Source: KEDA-DDE, 2014
Vacancies continue to exist in most of the schools in the district, particularly, rural schools. Records also show a large population of untrained Teachers which does not auger well for effective academic work as such Teachers most often lack the requisite pedagogical skills. The situation is however being addressed by the organization of Top-Up courses by some Colleges of Education for untrained Teachers at the basic schools while the Universities of Eduction and Cape Coast are also noted for providing a similar facility to untrained graduate Teachers to make them professionals. Records show an actual existing vacancy at the Primary school level as 246 and 22 at the JHS level (Table 1.36)
|Number of Teachers required in the district
|No. of Trained Teachers at post
|No. of Untrained Teachers at post
|Vacancies including Untrained Teachers
Source: KEDA-DDE, 2014
Academic performance over the past four years has not been commensurable to the quantum of investment made in the education sub-sector. The district therefore needs to put in place radical measures to improve on the academic performance going forward. Records on Basic Education Certificate Examination (BECE) from 2010 to 2013 give a gloomy picture of declining academic performance at the basic level. In the 2009/2010 academic year the overall academic performance at the BECE was 45.9%. This performance dropped to 40% in the 2012/2013 academic year. The performance of students in the district therefore leaves much to be desired and it is the responsibility of all stakeholders to reassess the situation and devise the needed solution to address it.
It is for this reason that the need to strengthen the role of School Management Committees (SMCs) in all the basic schools becomes crucial. Presently, the total number of schools with functioning SMCs at the JHS level is 41 meaning all the schools have SMCs. However, their functionality must be critically examined in a bid to strengthening them to perform. The Assembly also has the onrous responsibility of ensuring that Teachers achieve results through the provison of the requisite logistics in schools and support the Monitoring Unit of the Directorate to be effective in their work.
The Education Oversite Committee also has the responsibility to demand results from Head Teachers and Circuit Supervisors by signing Performance Contracts with them.
The initiative of some of the communities such as Nkwatia to organize periodic Mock Exams for all the public schools and holding Easter Quiz Competions must be supported and encouraged. Table 1.37 and Fig 1.15 show performance of the District from 2010 to 2013 and a taget for 2014.
|SUMMARY OF BECE RESULTS||2009/10
|Total number of participating Schools||38||37||39||41||41|
|Total Enrolment in JHS 3||994||1052||899||1032||1072|
|Total number of candidates Registered||994||1052||899||1032||1072|
|Total number of Candidates Absent||4||12||9||6||8|
|Total number of Candidates Present||990||1042||890||1026||1064|
|Total number of Candidates passed||458||409||394||413||638|
|Total number of Candidates Failed||532||642||496||613||426|
|Total number of candidates with aggregate 06||1||2||0||0||1|
|Total number of candidates with aggregate 07-15||71||36||25||38||43|
|Total number of schools scoring 0%||2||5||3||7||0|
Source: KEDA-DDE, 2014
Government Interventions in Education
A number of Government Intervention initiatives that are being implemented in the District have in no small measure contributed to school enrolment, retention and to some extent academic performance. It is therefore hoped that those being implemented on pilot bases as of now will be rolled out to benefit all schools to receive the needed impact. This section looks at the number of interventions in the District.
- Capitation Grant
The introduction of the Capitation Grant and the subsequent increase in grant per pupil from GH¢3.00 to GH¢4.50 has contributed immensely to smooth school management and has served as motivation to parents and guardians to send their wards to school as they longer pay school fees. School enrolment has seen marginal increases which are partly attributed to the introduction of the capitation grant in schools. The grant has to some extend reduce the burden on parents in educating their wards because parents who could not afford to educate their wards cannot do so hence more children in schools. It is however hoped that the teething challenges associated with undue delay in the release of the grants would be addressed.
- Ghana School Feeding Programme
The school feeding programme covered eight schools as at 2010/2011 academic year but increased to 13 in the 2011/2012 academic year. The beneficiary population also doubled from 1800 in 2009 to 3600 in 2012. The programme has contributed immensely to school enrolment and retention in the rural areas. It is hoped that it will be extended to cover the rest of the schools. So far no adverse reports have been received by the Assembly in respect of the performance of Caterers engaged on the Programme except for the eratic nature of transfer of funds which sometimes compel Caterers to suspend their services.
- Elimination of schools under trees
Implementation of the initiative was timely as most of the schools in the district were either hoding classes in makeshift structures or under trees for instance Suntre R/C Primary was a tytpical school under tree. A total of six school projects were initiated in 2010. However, only two have been fully completed for use while the remaining four have been abandoned at various completion stages for non-payment of Contractors. The GETfund Secretariat must as a matter of agency release funds to ensure continuation and completion as the situation has negatively affected academic work in the schools concerned.
- Supply of free school uniforms
Under the free school uniform programme, the District distributed 3000 pieces to school pupils in especially the rural areas. In all 1400 (47%) were boys while 1600 (53%) were girls. The programme is seen as a big relief to the rural communities which benefited as some of the pupils were either without school uniforms or the old ones they were wearing were tattered and torn. It is hoped that the programme will contribute to encouraging the rural poor to send their children to school.
- Supply of free exercise books
A total of 95,232 exercise books were allocated to the district for distribution to school pupils at the basic level in 2010 which continued and ended in 2012. The distribution of the books was hailed by parents in the District as one of the most innovative ways of making education more accessible to the poor.
Educational Infrastructure/Facilities Situation
The existence of good educational infrastructure enhances teaching and learning. The school infrastructure in the District is in comparatively good condition while it continues to receive the attention of the Assembly and Government especially in recent times. However, a lot more work need to be done to ensure that all schools are provided with congenial atmosphere for teaching and learning. Table 1.37 provides detail infrastructure need in the education subsector within the 2014 – 2017 DMTDP.
Regarding school sanitation, as many as 59 schools are without toilet facilities or urinals. A condition which negatively affects the interest of not only female Teachers, but adolescent girls in the school as they are always conscious of invasion of their privacy. The Assembly should therefore provide the affected schools with the needed sanitation facilities in order to promote girl-child education in the District.
|Level||2-Unit Classroom Block||3-Unit Classroom Block||6-Unit Classroom Block||Toilet/Unirinal|
Source: KEDA-DDE, 2014