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The Fallen Giant, St. Martin's JHS

Feature Article The Fallen Giant, St. Martin's JHS
AUG 19, 2017 LISTEN

Located in Wiaga, the heart of Buluk, in the Builsa North District of the Upper East Region, a Region which borders Ghana to two French neighbouring West African countries, it is noted for grooming a relevant percentage of Ghana's competent human resource over the years since its establishment in the 3rd quarter of the 20th century. It has lived up to expectation as basic school, this is St. Martin’s De Porres Junior High school, a basic educational institution. It was established by the missionaries under the Catholic Church as part of her mission to propagate the Word through education.

Before and after its transformation to a Junior High school in 1987, it gained higher reputation as a Middle School for training not just competent, but also, character formulated individuals who have contributed to what Ghana is today.

Although, many may argue that, human resources from various educational institutions were not efficiently utilised in those days as a result of coup d’états, political instability and among others, that cannot be a sole justification for anything bad in the nation today in my perspective. The little contribution in those days has also pushed Ghana up the lather a bit. In fact, where would we have been without that quota of contribution in those critical times?

Years ahead, the educational system of Ghana was transformed, with well-structured levels. The year 1987 marked the beginning of new series of reforms, following the 1987 Education Act focused on implementing the 1974’s Dozbo committee policies and bringing them into reality: (a national literacy campaign was launched, pre-tertiary education was reduced from 17 to 12 years and vocational education appeared in Junior High School).

Now with levels like primary, junior high and senior high schools respectively with the highest being the tertiary level consisting of colleges, polytechnics and universities, this institution had its name modified from St. Martin’s De Porres Middle School to St. Martin’s De Porres Junior High School following these reforms in the educational system.

St. Martin’s, has overtime not only produced excellent results in the BECE, but also competent people who are contributing to the development of this noble country in various sectors ranging from education, health, transport, business, agriculture, technology, housing, sports, security, just to mention but a few.

To an extra mile, some products of the school have served and others, still serving the nation as ministers of state, members of parliament, judges, competent professional doctors, heads of educational institutions and among others.

This noble institution is the first institution in the circuit to take agriculture to the next level, which is pertinent to our lives, and fosters national development. As many people across the country, back in the days and some, till date believe that agriculture is meant for the uneducated, it amazed the region and kept the whole community in a world of Antarctica, shocked and wondering why expected "future professionals" are engaging in agriculture.

The school sailed through the production of food crops like sorghum and the plantation of edible plants like mango trees, shady deciduous plants like mahogany, neem and ornamental plants which are not just sources of beverages (snack) for students during events, but also as the crux, a means of demonstrating some topics taught in the agricultural aspects of Integrated Science. This also kept other schools and the entire community on their feet to the realization of agricultural benefits, hence its massive engagement.

Moreover, it has also took it a responsibility to train future transformational leaders for the country and Africa at large by engaging students in extracurricular activities such as debate and quiz competitions, leadership training, capacity building and character formation activities, community problem identification and solving, and among the likes which builds the spirit of commitment and community engagement among its students. This institution believes that positive values and knowledge necessary for the development of a country starts at the foundation and is trying it's best to fulfill this mission.

Despite the immense contribution of this institution to development of the human resource of this country, it however still faces numerous challenges ranging from infrastructure, health, learning materials to sports. In my perspective and believe, I think that when much attention is paid to these challenges, it will lead to positive gross output in all aspects it has already ventured with the limited resources it has. But who will help address these challenges either as a responsibility or kind? As I write this article, I gladly wish to draw the attention to and appeal for the address of these challenges from the government, the District Assembly, Non-Governmental organizations (NGOs), Parents Teachers Association (PTA), Chiefs, past students, philanthropists and the community at large.

Infrastructural facilities are the engine blocks to ensuring quality and effective teaching and learning in all spheres of academia. However, St. Martins Junior High School cannot boast of quality infrastructure such as classrooms, furniture, teachers’ bungalows, urinals and toilet facilities as the available ones are critically in a bad state and so dilapidated thereby exposing students to so many risks.

The old block which was built at the time of the school's establishment accommodates the two form three (3) classrooms, the staff common room, the sports office and the non-efficient computer laboratory is in a deplorable state and needs renovation. As a matter of fact, this block has not received proper maintenance since its incession in the 20th century. This structure is so devastated such that, pupils as well as teachers find it difficult to use it, especially in the rainy season.

The roofing sheets lie on decaying timber roof members and are always seen flapping during the storms, others even tear apart and get carried away by the winds which poses a serious death threat as it might harm anyone regardless. Interestingly as evidence but depressingly, such an incident ever happened, but fortunately the roofing sheet fell just at the time when nobody was passing. Are we waiting for it to harm someone before taking the necessary action?

The staff common room which windows should have been glass louver or any appropriate material in order to offer a wind and waterproof barrier, to provide teachers with a conducive atmosphere to work while it rains, is surprisingly nothing to write home about but just a screen wall-window. As a result, students' books submitted to be marked sometimes get wet and scattered by the storms blowing through these windows.

No wonder, on a stormy day, one cannot differentiate between flying bats and books and papers circulating in the staff common room and classrooms with similar windows. Are these teachers not entitled to the right to work under favorable conditions? Pictures are shown below to substantiate this claim of the deplorable nature of this structure.

The ceilingless classrooms and Art hall become ovens, intensively heated up as a result of the climatic conditions of the area, creating an uncomfortable environment for teaching and learning especially in the dry season when the maximum temperatures rise to about 40 ̊C, approximately 10 ̊C lesser than that of the Arabian Desert.

As we have all been students and had experienced the mental process and fatigue in teaching and learning, it's no wonder and obviously understandable the tough times students as well as teachers go through in order to achieve the aim of education. And as science has explained heat exchange between various bodies and their surroundings, the situation even get worse as heat exchange between the bodies of no less than 45 students and the environment; the classroom.

With neither ceilings nor fans, the lessons sometimes tend to be a fanning activity as students fan themselves with books to reduce the rate of sweat. How can the students concentrate in such an environment? The white uniforms intended to cultivate the spirit of neatness get soaked with sweat on daily basis and eventually turns grey rendering its purpose unachieved. I sincerely wish something should be done to improve the teaching and learning environment of this school.

Still on infrastructure, St. Martin’s also lacks seats or benches under those shady deciduous giant mahogany and neem trees of it's for relaxation and studies by the students during their break time. Due to this, students are always restricted to their hot classrooms throughout the day because, they have not got any seats outside to relax and refresh their minds for the next set of lessons proceeding the break period. During the week of examinations, students do their revision prior to each paper on the rocks under the trees surrounded with bushes on a hill close to the school, when actually the clean shady environment is left at the grace and enjoyment insects and birds as there are no seats/benches under them. This can best be solved through the provision of metal benches under these shady trees.

Moreover, another blood cell needed in the county's veins is electricity. Schools, also veins of the country cannot be left out in the distribution electricity. Although St. Martin’s is fortunate to have power supply but on the other hand, it is limited to only the staff common room and the office of the head master which is worrying. Since the school has access to this vital commodity, I believe that it should be extended to all the classrooms and verandahs in order to ensure proper lightning and security respectively.

A view of the premises of the school at night is always as dark as the depth of the deepest well in the middle of the tropical rain forest. The only source of light around its compound is the moonlight and that of the lightening, normally accompanied with thunder claps during storms peeping through the leaves of the shady trees or the flash of the beam of light from the security man's torchlight at his operation.

With only one security man and without lights around the school premises, how sure are we that the school's little property is safe from theft? In this case we cannot solely hold the security guard responsible for any theft case in the absence of lights. Electricity at the school should be extended to bring out the best use of commodity.

In fact, sports over the years has created greater form of unity and cooperation between schools, districts, regions, states, continents hence the world at large and cannot be skipped in the extracurricular activities of the school. But, how can it be efficient when the needed equipment are scarcely scare in the school? As we know, students over the years have been restricted to only football and volleyball which are not the only sports interest of such a great population of students.

Had it not been because of television, on which students get to know about other sporting activities such as table tennis, basketball, hockey and among others, they would be looking strange to some of these activities elsewhere. I strongly believe that, students' interests cut across all these activities and therefore the needed equipment should be provided to enable them explore and develop their sports talents. Example, Jerseys, football boots, table tennis, basketball court, hockey with their respective necessities. This will enable them have a feel of the other sports events, develop their talents and contribute to the sports needs of the country.

Another unforgettable challenge and appeal is teaching and learning materials, ranging from ordinary teaching aids to modern technology (ICT tools and gadgets). Teaching materials like marker boards, charts, projectors (for the ICT course), etc. and that of learning materials ranging from textbooks, stationery, computers, and among other basic necessities. Ghana, a developing country needs to transit from the extreme theoretical aspects of education to the practical aspects to tackle the needs and challenges of its economy, a step is the conversion of the polytechnics into technical universities.

In order to achieve this aim successfully, I wish to add that, basic schools should also be resourced with the basic technical and vocational tools and materials to equip students with technical and vocational practical knowledge before their transition into the SHS and subsequently into the universities. In view of this, the school should be provided with tools and equipment like sewing machines, woodwork and metalwork tools; saws chisels, tape measures, hammers, etc. and catering equipment. This will lay a suitable base for industrialization and will also improve upon the main objectives of the school.

Last but not least is that of health and sanitation. Around the vast compound of St. Martin’s, only one waste bin swims in it. This dust bin was donated by the district assembly as labeled on it. Despite this, teachers put much efforts to ensure a clean environment as can clearly be seen on the pictures, (image i, and ii,).

Health and sanitation can be improved through the provision of first aids, dust bins, water containers, a conducive canteen, to improve related hygienic practices.

One may compare the current situation to that of the olden days, when school had virtually nothing much to boast about but has been able to produce intellectuals, but this cannot be a perfect comparison as a result of educational reforms and the demand for modern skills that suits the current environment and growing economy. St. Martin’s is a garden on the hillside, it produces twice the quality of its annual yield when it rains, however it is watered by dew and yields its normal yield in the absence of rain. So if the above challenges are addressed, it will produce much competent human resource exceeding its current products.

I would like to use this opportunity to appeal for support from stakeholders for this institution in any of the above mentioned areas, from the District assembly, to the regional and national level, directors and ministers of education, the government at large, PTA, the entire Builsa community, pass students, philanthropists, Non-governmental organizations and anyone willing to help.

I would like to draw the curtains down to this article by thanking Almighty Allah for the strength, courage and knowledge bestowed on me in putting forth this article. I would also like to thank the Headteacher of the school, Mr. Agbanbil Abelsi Michael and his hardworking staff for their countless efforts towards uplifting this noble institution despite the countless challenges. It is my solemn hope and prayer that this school gets its needed assistance.

By: Akanming Abdulai Apagrimchang
Email: [email protected]
Dedicated to;Mr. Agbanbil Abelsi Michael ,

(Headmaster of St. Martin’s De Porres Junior High School).

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