The Adansi South District Assembly Education Directorate seeks to expand and promote access to quality education and effective management at all levels of education through collaboration with Civil Society Organizations and stakeholders. The vision of the Directorate is to effectively improve education management and planning efficiency across all levels. The enrolment level of pupils at the KG level is presented in Table 2.34 below.


Enrolment at the KG level for the District has more females than the males. This shows a commitment of parents towards girl child education. The number of classrooms however is inadequate to cater for the population of KG pupils. From the KG level the next level for school pupils is primary school. Their enrolment level is presented in Table 2.35 below.

Enrolment at the primary level of education is seen to be much higher than the KG level. This can be attributed to the situation where most children are left at home until they are much older to walk to and back from school on their own.



The enrolment levels at the JHS level are lower than that of the primary level indicating the inability of pupils to continue their education. Others may have also migrated from the District to other areas. The numbers of teachers are also inadequate to cater for the pupils. Additional infrastructure is required to cater for the pupils and help improve their learning conditions. The Senior High School enrolment is detailed in the table 2.37 below.


The District has four (4) SHS two being public (2) and two (2) private. At the Senior High School level, the number of females is also less than the males. The student population in the public schools far exceeds that of the private school together with the teachers. Enrolment levels are also lower than that recorded at the JHS level thus showing a dropout of students along the educational ladder.


The GPI clearly shows the decrease in the number of females as they climb the educational ladder. Efforts have to be made to help sustain the pupils especially the females so that they can stay in school.

· Subject Grades

The BECE candidates for 2013 wrote the under listed papers. The grades scored by the candidates ranging between aggregates 1-5 are also detailed in the table 2.39.


From the total number of pupils presented for the BECE, the best performing subject was Mathematics followed by ICT then English with 107, 89 and 75 students respectively scoring between grades 1-3. The least performing subject was French which recorded 0 as no student scored between grades 1-3. Between aggregates 1 and 5, the highest scoring subject was Mathematics (687) followed by Basic Design &Tech (610) while the least was French (54). It is however important to note that the total number of pupils presented for French was four-hundred and one (401) as indicated in the table below.


· Science, Technology, Mathematics and Innovation (STMI)

The Assembly supported GES to sponsor 30 girls to attend annual STMI. A total amount of GH?3,900.00 was used to support the programme.

· The School Feeding Programme

The District continues to enjoy the benefits of the school feeding program. For the year 2013, GH?374,329.04 was spent on schools on the government’s list. A total number of twelve schools are currently benefiting from the program. These schools are New Edubiase Exp. School, Akrofuom D/A Primary, Kojo Yentumi D/A Primary, Nkontem D/A Primary, Fahiakobio D/A Primary, Wuruyie D/A Primary, Atwereboana D/A Primary, Mprikyire D/A Primary, Mensonso D/A Primary, Menang D/A Primary, Prekese D/A Primary and Ahomahoma D/A Primary Schools.


The transition rate, which is the proportion of P6 pupils who enter JSS 1 in the year 2003/2004, was 91.4% for the District. By gender, the rate was higher for girls (93.5%) than boys (89.8%). On the whole, the transition rate ranged between 85.5% and 98.4% in the District by circuits.


The data above explains the percentage of 2009 P6 pupils who entered JHS 1 for the year 2010 (transition). The District’s transition rate for P6 and JHs 1 ranges from 69% to 86%. By gender, the rate was higher for both Boys which was 87% and for Girls which was 85%. Grumesa, Mensonso and New Edubiase had 113% boys; 102% girls, 112% boys and 102% girls respectively. This means that students who entered Junior High School were more than those who completed Primary 6 as shown in the data. Some of the main causes of such situations are; some dropouts were re-admitted to those Junior High Schools, and also some other pupils were from different schools but not the supply schools.

Table 2.43: Availability of Teachers for Basic School




Table 2.43 shows Teacher Population of Basic Schools (Public and Private). From the data, the District has a total number of 1,318 Teachers made up of 861 males which is 65% of total teacher population

with 457 females making up to 35% of the total teacher population. Pre-school has 274 (i.e. 14%) of teachers, Primary has 651(i.e. 33%) and Junior High School 393 (20%). Currently the District has student population of 39,469 against a total teacher population of 1,318. This implies that the Pupil-Teacher Ratio for the District is therefore 30 students (pupils) to one teacher (30:1) which is far below the National Norm (45:1). This has come about because of the inclusion of the Youth Employment teachers swelling up the total number of teachers in the District. Percentage of Trained teachers forty-six (i.e. 46%) and Pupil-Teacher ratio is 66 pupils to 1 trained teacher (i.e. 66:1). The Directorate is therefore making every effort to improve the above mentioned Ratios for Quality Education in the District. For the Senior High School the data is shown below.

From the data above total teachers for the SHS is 155 made up of 84 (i.e. 54%) males and 31 (i.e. 46%) females. The SHS level is having a total student population of 1,448 against 115 teachers. The SHS PTR is therefore 13:1. The percentage of trained teachers is 56%. This implies that the Pupil-Trained Teacher ratio is 22:1 which is far below the national norm which is 35:1.

Fig. 2.11 Location of educational facilities in the District


Non Formal Education

The District is current ly having two batches of literacy classes functioning. They are batch 17 which is comprised of eight classes and batch 18 also comprised of eight classes. Batch 17 is located in the following communities: Atobiase, Apagya, Apagya Central, Akwaku, Bepoase, Musa, Afiaso and Tonkoase, batch 18 also operates in : Asarekrom, Kojo Yentumi, Master Nkwanta, Dotom, Kwame Adu, Kwabena Essuon , Twetwebuoso and Nyamebekyere. There is one Nissan pick-up and six motor bikes aiding the work of the staff however the poor nature of the roads continues to hamper the work of the centre.


Date Created : 11/10/2017 6:39:18 AM