There are 76 pre-schools, 89 Primary Schools, 48 Junior Secondary (GES Second Quarter Report), 6 Senior Secondary Schools and two Technical Institute and one Vocational School in the district as shown in the table below. (These schools include both private and public). Generally, there is a considerable improvement in the conditions of educational infrastructure. This was facilitated by Intervention from the central government through transfer of Grants from Get fund and HIPC and assistance from development partners, like European Union, DFID, USAID and SIF.
Ghana Education Service, district office, Kpando 2005 By this distribution, it shows that most communities have access to basic education. 98% of children in the pre-school travel for 1 Km walking distance to school whereas 70% of children in primary school access school within one kilometre walking distance. The average percentage of JSS pupils who travel a distance of one kilometre is 92.5% and only 4.9% travel a distance of 2Km.
The Gross Enrolment Ratio (GER) for Pre-school in the district was 85.5% while the Net Enrolment Ratio (NER) was 54.9%. The female NER was 55.3% which is higher than 54.6% for the male. This indicates that there are more girls in the pre-school going age in pre-school than boys. There are indications that 32.6% of the KG enrolment are above the pre-school-going age of 4-5 years.
At the primary school level, 50.2% of the enrolled children are girls while the boys are 49.8%. Of all this, the Akpini central circuit with the highest number of schools (22), accounts for 26.7% of the total district enrolment. The circuit with the least enrolment in the district is Aveme/Awate with 94%. The district GER for the primary school is 88.1 % while the NER 63.8%. The female GER IS 88.6% which IS a little above that of the boys of 87.7%. 26.5% of primary school pupils in the district were older than the primary school going age of 6-11 years.
There is an observed drastic fall in the GER at the JSS level. While the GER is 41.6% with the female rate being 36.2% and the male 46.8%, the NER is 33.8% with the girls accounting for 35.2% while the boy NER is 32.5%. This implied that there more pupils of JSS going age who are not in school.
There had been a steady increase in pre-school enrolment from1999 to 2004. There is however a decline in 2005 by 8.3%. In 2000/2001 declined by 2.2% over the previous enrolment. The highest percentage change was recorded in 2003/2004 at 12.93% over 2002/2003
At the primary level, enrolment declined between 1999and 2001 and also in 2004/2005 academic year. There were however increase in 2002/2003 and 2003/2004.
The dropout rate for the district at the primary level is 4.8% with girl being 4.7% and the boys 54%. The Circuit with the most dropout rate are Vakpo 12.8%, Wusuta Botoku 7.9%, and Akpini South 74%. The circuit with the least rate is Akpini Central with 1.7%.
At the JSS level on the other hand, the district drop-out rate is 4.5%. Girls’ drop-out rate is as high as 54% while that of the boys is 4.5%. Akpini south circuit recorded the highest rate of 10% followed by Akpini CentraI 7.3% and Vakpo 5.8%.
The PTR defines the average number of pupils handled by a teacher at each level in the educational system. The outcomes of this analysis help to define the quality of education available as shown in the table below. The table above indicates a general decline in the number of candidates presented at the BECE examination from 2001 to 2004. This may partly be due to the high drop out rate of 4.5% at the J.S.S level. From the performance of the BECE result as shown above for the district indicates that the overall performance was below 50% with the period under review.
Putting the results of the BECE over the year along side the PTR is a paradox that needs to be explained. Whereas the PTR is improving. The degree of the improvement with the BECE result is not commensurate giving an indication that there are some fundamental issue that need to be re-examined.
The distribution and condition of classrooms throughout the district shows varied levels of needs and attention at the basic level. While some schools have more than classrooms, others do lack. The table below illustrate the classroom situation.
The table above shows the classroom situation in the district. Out of the total classrooms available, 96.7% at the pre-school level, 97.2% at the primary level and 88.9% at the JSS were in use. The total additional classroom requirement at all basic levels is 151 classrooms. The paradox in the table above is that whiles some schools have more classrooms which were not in use, others needed additional classroom. This situation arose as a result of lack of proper co-ordination and collaboration between District Assembly and Non-Governmental Organisations (NGO) on one hand, and District Assembly and communities on the other hand leading to duplication of efforts in the provision of school facilities.
Apart from the availability of the classrooms, the types and condition of the room also present varied pictures. The classrooms are either in cement block, mud wall, sheds or in the open air. Generally, at the pre-school level, only 58.1 % of the classrooms have cement block wall and 19.2 % are in the open air. At the primary level, only 48.1% of the total Classrooms have cement walls, 13.5% are under shed and 16% are housed in old mud walls.
Classifying the classrooms into Good (those that require no immediate attention), Fair (those that require some attention) and Poor (those that require immediate attention), 47%, 33.7% and 37.0% of the classrooms at the pre-school, primary and JSS level respectively are determined to be poor. In the same vein, 22.0% of pre-school, 40.4% of primary schools and 28.0% of JSS classrooms are determined fair. At the JSS level, only 35.0% of the classrooms are good, 25.1 %at the primary and 30.0% for pre-schools are classified as good
Secondary and Vocational school
The district is relatively well-served with facilities for secondary education. There are six secondary / technical institutions in the district. These are Bishop Herman at Kpando, Kpando Secondary school, Anfoega Secondary School, Vakpo Secondary School, Vakpo Secondary / Technical, Kpando Technical Institute and Sovie Vocational Institute. Most of the physical infrastructure of these institutions renovation, rehabilitation and in some cases, new construction of staff bungalows.
Apart from the formal education, the Ministry of Education also provides non-formal education to adults through the Non-Formal Education Division of the Ministry. The activities of the division in the district are focused on promoting functional literacy, providing civic education and in training of people in income generating activities.
Education sector is supported by various interventions in terms of school infrastructure, furniture, teaching and learning materials. The support mainly come from the European Union (EU), Department of International Development (DFID), USAID, GETfund, HIPC fund and the District Assembly Common Fund.
Key Development Problems.
• Inadequate educational infrastructure
•Low quality of education expressed in academic performance of schools
• Low enrolment rate
Refer to tables in pdf file below.