Physical State of Educational Facilities
The conditions of educational facilities in the district are described as follows:

Furniture
few school in the district have adequate seating and writing facilities.Seating and writng facilities are inadequate in the schools in the District due to the introduction of the capatation grant and the subsequent increase in enrolment in schools in the district. the District furniture requirement are put out at 7.441 mono  desk and 3.500 dual desks.

In the 152 Kindergartens in the district, there were 12859 pupils out of which 9180 pupils were in the public schools and 3679 pupils in the private schools. Girls at this level totaled 6448 which is almost equal to that of boys. However as the girls move further on the educational level their number begins to dwindle. At the Primary school level, there were a total of 35,358 pupils of which 51.2% were boys and 48.8% being girls.

There were total of 11,497 pupils in the JSS in the district. This is made of 6126 (53.2%) boys and 5371 (46.7%) girls. From the analysis, it is realized that at the basic school level, enrolment of males increases from the Kindergarten to the JSS, whilst that of females although at some levels looked equal the totality indicates a fall.

At the Senior Secondary School level, it is interesting to note that of the total number of 3640 students in the public Senior Secondary Schools, female population of 2079 (57.1%) outstrips the male populationThis may look encouraging but the fact on the ground is that St. Roses Secondary in the district which is a female school enrolls more female student
 
At the vocational level, there are a total of 320 students 170 (53.1%) females and 150 (40.9%) males. Even though females dominate the vocational institution, efforts should be made to double their number now that the Assembly has taken partial responsibility of the ICCF.S at Boadua. Number of Teachers in public schools and their qualification. There are 1361 teachers in all the public basic schools in the District. Out of this, 983 (72.2%) are trained.

However, the proportion of trained teachers in the pre-school stage is very low. Of the 221 teachers in the pre-school stage only 72 (33%) are trained teachers. There is therefore the need to upgrade the skills of pre-school teachers in the District. The percentage of teachers with requisite qualification in both primary and J.S.S is 910 (80%). With this high proportion of qualified teachers, the quality of basic education in the District can be improved by adequately re-sourcing teachers with the needed logistics.

Teacher - Pupil Ratio
The pupil teacher ratio for public schools in the district is depicted in the table below.  The table reveals that the ratio for the District is higher than the national ration for both primary and J.S.S. Whiles the District makes efforts to sponsor teachers at training colleges, efforts should be made to post them to communities where they are most needed especially the rural areas.

1. District percentage output in Numeracy for 2004/2005 Academic year in Primary school
2. District percentage output in literacy for 2004/2005 Academic Year in primary school  
3. In the 2004/2005 Basic Education Certificate (BECE) the district obtained a percentage pass of    
4. The mean score in English in 2004/2005 

Institutional Set-up and objectives of the education sector
The Kwaebibirem Education Directorate is headed by a Director of Education with four frontline Directors who assist the Director.

Circuits
The Kwaebibirem Education Directorate has been divided into 10 circuits. Namely Asuom. Atobriso, Abaam, Kade ’A’ Kade ’B’ Otumi, Boadua, Takyimang, Wenchi and Akwatia.

Vision, Goal and objectives
The overall vision of the National Educational policy is to ensure a population in which all citizens are at least functionally literate and productive and to provide the means through which the necessary skills may be acquired to cope with the increasing global economy dominated by Information Communication Technology (ICT). The Ghana Education Service therefore ensures that all Ghanaian children of school going age are provided with quality formal Education and training.

Past and Present Intervention in the Educational Sector
A number of donors and non-governmental organizations have contributed immensely to the development of education in the district some have built schools block with toilet facilities library and teachers’ accommodation. Among the major contributors towards growth of education in the District are:

• European Union (EU)
• Social Investment Fund (SIF)
• Department of International Development (DFID)
• QUIPS
• PPTAP - Okyeman Educational Fund

Efforts of Promoting Girl-Child Education
Low participation and performance of the girl Child in basic and Secondary Education are two of the key problems of the education sector in the district. To reverse this trend, the following measures have been put in place.

1. organization of Girls’ Education Week
2. sensitization of Communities on Importance of Girls Education
3. counseling of JSS girls on dangers involved in pre-marital sex
4. formation of girls club in schools
5. organization of STME for girls
6. enrolment drive on house to house basis
7. identification and counseling of school dropouts in the district

On-going Projects
There are six (6) major projects going on in the district.
•    Construction of 3-Unit Classroom Block at Tweapease
•    Construction of 6-Unit Classroom Block at Abaam
•    Construction f 6-Unit Classroom Block at Kade
•    Construction f 6-Unit Classroom Block at Dwenase
•    Construction of 3-Unit Classroom Block at Topremang and No.
•    Construction of 6-unit classroom block at Nkwatanang

Textbooks
There are enough textbooks on subjects like Social Studies, Mathematics, English and Agriculture Science.

School Record Books
School Record Books i.e. Admission Registers, Class Attendance Registers. Inventory Books, Cash Books, Log Books, etc are available in almost all the schools.

School Participation Rates (SPR)
The school participation rate (SPR), which is the total enrolment expressed as a proportion of the total number of children of school-going age, for basic schools in the district. The results indicate that enrolment levels in the district are encouraging. For instance, about 78 per cent of children of primary school going age (i. e. those aged 6-11 years) are in school.

The junior secondary school participation rate is about 80.1%. These are higher than the national average of 77%. Even though enrolment in the district seems to be encouraging a lot still needs to be done to improve upon the quality of education. The Dropout Rate in schools, which is found to be 4% in primary schools, has to be reduced.

The reasons for the level of school participation rate are attributed to the following factors:

1. The cost of education becomes higher as one goes higher the educational ladder. Consequently most parents are unable to let their children further their education due to their poor income levels;
2. Some children do not pass the examination, which should enable them to continue with their education.
3. Some of the females become pregnant along the way and stop; and
4. Some are attracted by trading which kills their interest in education
5. J.S.S Students move out of the district to attend S.S.S in other districts.

Table 1.32: School Participation Rates (SPR)
   

Education Level	Total	spr (%)
pre-schools	12859	25.0
premary schools	35428	78.1
jounior Sec. Schs	11497	80.1

                                               
SOURCE: Ghana Education Service, Kade

Gender Composition of School Enrolments
The Gross Primary Enrolment Rate in the district is given as 59784. Although the school participation rate is generally high in the district, this may not be exactly the case among girls. This is evidenced by the gender composition of enrolments in both public and private schools (pre-schools, primary and junior secondary schools) as shown in Fable 1.33. refer to pdf file

From the table it can be seen that female enrolments are lower than male enrolments in all levels of basic schools. For instance at the JSS level, girls constitute about 46.7 per cent of total enrolment in the district.

The analysis also shows that the enrolment level of girls is not only lower, but it also keeps dropping as they move up the educational ladder. The female proportion of the overall pre¬school enrolment (public and private combined) stands at about 50.1 per cent, but this drops to 47 per cent and 44 per cent at the primary and JSS levels respectively. This is likely to be due to a higher dropout rate among girls than boys.

Literacy Rate
The literacy rate, defined as the ability to read and write, of the district is 64.2% as deduced from the baseline survey. This figure, compared with the national standard of 49% is quite high

Constraints/Problems and Suggested Solutions
The main problems and constraints facing the educational sector in the district are as follows:

• Poor School Structures:- Some of the.schools are in deplorable conditions. Some structures are death traps. These structures do not promote effective teaching and learning. because these Schools have to close when it threatens to rain.
• Lack of Furniture:- Seating and writing places in some of our schools are inadequate. In some schools as many as three (3) pupils sit and write on one Dual Desk. In some Primary Schools, there are no classroom cupboards to store pupils’ exercise books.
• Insufficient Learning/Teaching Materials:- Some parents cannot afford to buy stationery for their children. These children do not take part in most written exercises. Textbooks are also inadequate.
• Indiscipline among Teachers and Pupils:- Indiscipline on the part of Teachers and Pupils is one cause of poor examination results. Some teachers cut classes to do their private business. Pupils who play truant and absent themselves from school miss many lessons and classes. Some male teachers drink alcohol during school hours. Sexual relationships among male teachers and female pupils sometimes resulting in pregnancy among these female pupils.
• Lack of Teachers:- The district does not have full complement of teachers. Some schools are understaffed especially in the remote areas.
• Other Problems: Lack of effective community participation in school management.

The following measures have been suggested to address these problems:

1. Descent School infrastructure should be provided for schools in the district to facilitate healthy environment for effective teaching and learning.
2. Enough textbooks should be provided to cover all areas of learning. These should be equally distributed.
3. The District Assembly should improve the sponsorship to teacher trainees.
4. Teachers who indulge in immoral practices should be severely sanctioned.
5. Communities should be counselled on the importance of Formal Education and therefore the need for their participation.
6. Lands ear marked for schools should be properly acquired and documented to forestall encroachment

Summary of Key Problems
    Education
   Low school enrolment especially among girls
    Inadequate logistics - teaching and learning materials, furniture
    Dilapidated school buildings
    Poor academic performance
    Low school participation rate
    High school dropout rate
    Inadequate teacher accommodation

Human Resource Development and Basic Service

• Dilapidated Educational Infrastructure
• Inadequate school infrastructure
• Poor academic performance
• Inadequate Teacher Accommodation
• Low School participation rate
• High school dropout rate
• Low girl enrolment rate
• Inadequate teaching and learning materials

Skills and Entrepreneurial Development for the Youth

1. Inadequate Vocational and Skill Training Institution
2. Inadequate Support for Vocational Institutions
3. Inadequate Sports Facility
4. Lack of access to start up capital

Institution                          Number

                                         Public           Private     Total

Nursery and Kindergarten      97                55           152
Primary                               136              55           191

Junior Secondary School        84                34           118
Senior Secondary School        4                  -              4

Vocational/Technical/ Comm. 4                  -              4

                                          325              114          469