By Emmanuel Gamson
Takoradi, May 27, GNA – The Daboase Senior High Technical School (SHTS) in Wassa East District of the Western Region has appealed to the government to assist the school to address its numerous infrastructural challenges.
Madam Irene Rebecca Ampaw, the Headmistress of Daboase SHTS, said school lacked basic infrastructure, and that the situation was impacting smooth teaching and learning atmosphere on the school.
Established on January 28, 1991, Daboase SHTS commenced operations as a community-based day secondary institution, with an initial enrolment of five students and three teaching staff.
Currently, student enrolment stands at about 2,000, with a boarding population of 1,643, while the teaching staff has also increased to 91 and 19 non-teaching staff.
The school moved from category C to B in 2020 because of its remarkable performance in the West Africa Senior Secondary Certificate Examination (WASSCE).
However, the Headmistress noted that the school faced significant infrastructural challenges, that needed attention from the government and other stakeholders in the education sector.
Key infrastructure issues included a lack of Assembly Hall, Dining Hall, and Administrative Block, Madam Ampaw said.
She said: “Our students are compelled to use abandoned, or partially completed facilities, including a 45 per cent completed 18-unit block funded by GETFund since 1995, a 35 per cent 18-unit block funded by the Ghana Armed Forces Engineering in 2010 and a 60 per cent completed girls’ dormitory funded by the Wassa East District Assembly in 2010, among others.”
She, thus, called on authorities to take urgent steps and come to them to help resolve the infrastructural challenges in the school to help improve upon the quality of education at Daboase and its areas.
Meanwhile, Mr Joseph Nelson, the Western Regional Minister, during a visit to the school commended the staff for their dedication and commitment despite the challenges.
He pledged the government’s commitment to support the school to address these challenges for a conducive teaching and learning environment.
GNA
Edited By Justina Paaga/Kenneth Odeng Adade