Denyaseman Catholic SHS Receives Major Donation from Bekwai MP Following Infrastructure Crisis

For immediate release: In a significant intervention, Ralph Poku-Adusei, the Member of Parliament for Bekwai, has provided a substantial donation of building materials and funds to Denyaseman Catholic Senior High School (SHS) in the Ashanti Region. This aid follows a severe infrastructure crisis that disrupted learning at the institution. The donation, made on February 18, 2026, includes 100 bags of cement, 10 packets of roofing sheets, and a cash contribution of GH¢5,000. The act has drawn attention to the persistent challenges facing educational infrastructure in Ghana and the role of individual political actors in addressing systemic gaps.

Introduction: A School in Crisis and a Swift Response

Denyaseman Catholic SHS, a vital secondary education institution in the Bekwai municipality, has been grappling with deteriorating infrastructure since at least 2010. This long-standing issue culminated in a recent crisis that severely impacted the school’s ability to function effectively. While national and local disaster management agencies were yet to visit or provide assistance, the school’s plight was personally witnessed by its parliamentary representative. Responding with urgency, MP Ralph Poku-Adusei bypassed typical bureaucratic delays to deliver immediate, tangible support. This event serves as a case study in political responsiveness, the realities of educational funding in Ghana, and the critical importance of community and leadership engagement in school development.

Key Points: Summary of the Donation and Its Context

• Donor: Ralph Poku-Adusei, MP for Bekwai Constituency.
• Recipient: Denyaseman Catholic Senior High School, Ashanti Region, Ghana.
• Date of Donation: Wednesday, February 18, 2026.
• Items Donated: 100 bags of cement, 10 packets of roofing sheets, GH¢5,000 in cash.
• Context: The donation addresses a severe, long-term infrastructure crisis at the school, which has persisted since 2010.
• Notable Absence: Prior to the MP’s intervention, neither the National Disaster Management Organization (NADMO) nor the Bekwai Municipal Assembly had provided any assistance or visited the school despite the severity of the situation.
• Significance: According to the school’s headmaster, this is the first donation from a Member of Parliament to the school since 2010, aside from the construction of a boys’ dormitory.
• MP’s Stated Reason: The MP interrupted his busy schedule in Parliament to act after witnessing the devastation firsthand, emphasizing a commitment to direct, needs-based support.

Background: The State of Educational Infrastructure in Ghana

Systemic Challenges in Public SHS

Ghana’s Free Senior High School (SHS) policy, launched in 2017, dramatically increased enrollment but concurrently placed immense strain on existing physical infrastructure. Many schools, particularly in rural and peri-urban areas like Bekwai, operate with classroom blocks, dormitories, and sanitation facilities that are either outdated, incomplete, or in a state of disrepair. The situation at Denyaseman Catholic SHS is not an isolated incident but a reflection of a nationwide challenge where capital expenditure for school infrastructure often cannot keep pace with population growth and policy-driven enrollment surges.

The Role of Multiple Stakeholders

Under Ghana’s decentralized governance system, responsibility for school infrastructure is shared. The Ghana Education Service (GES) sets standards, while the Ministry of Education allocates central government funds. Municipal and District Assemblies (MDAs/MMDAs) are expected to use their share of the District Development Fund and other allocations for local educational projects. Bodies like NADMO are mandated to respond to disasters, whether natural or man-made, that affect infrastructure. However, the gap between policy and on-the-ground reality often leaves schools like Denyaseman Catholic in a prolonged state of neglect until a crisis forces the issue into the public or political eye.

Denyaseman Catholic SHS: A Specific Case

While specific details of the “crisis” are not exhaustively listed in the report, the donation of cement and roofing sheets strongly suggests a structural failure—likely involving a classroom block, staff quarters, or other critical building component. The headmaster’s acknowledgment that only a boys’ dormitory had been built since 2010 points to decades of under-investment. The school’s survival and provision of “quality education,” as noted by its leadership, have been contingent on the resilience and dedication of its teaching staff, who have promoted a 3-unit classroom block and headmaster’s office—likely through their own initiatives or minimal internal resources.

Analysis: Political Patronage, Systemic Neglect, and the Politics of Presence

The MP’s Intervention: Responsiveness or Patronage?

MP Ralph Poku-Adusei’s action is a classic example of constituency service, a core function of a Member of Parliament in Ghana’s presidential system. By responding directly to an witnessed need, he demonstrates tangible care for his constituents, which can bolster political support. The narrative of “bypassing bureaucratic processes” and leaving a “busy schedule in Parliament” frames the act as one of selfless, decisive leadership. However, it also raises a critical question: why must a school’s basic infrastructural needs rely on the discretionary, ad-hoc generosity of a single politician rather than on a predictable, accountable system of public funding? This dynamic can perpetuate a cycle where communities await a “savior” MP rather than demanding their constitutional right to adequate educational facilities from state institutions.

The Critical Gap: Absence of Official Disaster Response

The report explicitly states that NADMO and the Municipal Assembly had not visited or provided aid at the time of the MP’s donation. This is a significant point with legal and administrative implications. NADMO’s mandate, under the National Disaster Management Organization Act, 1996 (Act 927), includes coordinating disaster management and providing relief. A collapsed school building or severely damaged structure could constitute a local disaster. The Municipal Assembly, as the local government authority, has a primary duty under the Local Government Act, 2016 (Act 936, as amended) to ensure the provision of social services, including education. Their inaction, whether due to resource constraints, bureaucratic inertia, or misprioritization, represents a failure in the official safety net. The MP’s intervention, while helpful, underscores a concerning accountability vacuum.

Voices from the School: Gratitude and a Stark Record

The headmaster’s statement is profoundly telling: “…that is the first donation from an MP to reinforce the school.” This establishes a historical record of parliamentary neglect for this specific institution over a 16-year period. The teachers’ efforts to construct a classroom block themselves paint a picture of a school community operating in a state of heroic improvisation. Their praise for the MP is genuine gratitude for relief, but it also implicitly critiques the systemic failure that made such intervention necessary. The school administration’s welcome of the donation confirms that the materials are not merely symbolic but are urgently needed for “restoration and continued provision of quality education.”

Practical Advice: For Schools, Communities, and Elected Representatives

For School Authorities and Parent-Teacher Associations (PTAs)

1. Document and Communicate: Maintain a clear, photographic, and written record of all infrastructural deficits and damages. Use this documentation to create a formal needs assessment report.
2. Formalize Requests: Submit official, written requests for support to all relevant bodies: the Municipal Director of Education, the Municipal Chief Executive (MCE), the local NADMO office, and your Member of Parliament. Keep copies and follow up systematically.
3. Leverage the PTA: Mobilize the PTA as a powerful advocacy group. A unified parent body can apply more pressure on local authorities and politicians than a lone headmaster.
4. Engage the Media Strategically: As seen here, media coverage (“Life Pulse Daily”) can amplify a school’s plight. Prepare a concise press release with facts and photos. However, ensure all communications are factual and avoid sensationalism that could undermine long-term credibility.
5. Explore Alternative Partnerships: Proactively engage with Old Students Associations (OSA), local businesses, faith-based organizations, and NGOs. Diversify your support base beyond government and politicians.

For Members of Parliament and Local Government Officials

1. Proactive Oversight: Schedule regular, unannounced visits to schools within your constituency/ jurisdiction. Do not wait for a crisis to see the state of infrastructure.
2. Advocate at the Central Level: Use your platform in Parliament or at assembly meetings to advocate for increased budgetary allocations for school infrastructure from the Ministry of Finance and the Ministry of Education.
3. Facilitate, Don’t Just Donate: While direct donations are helpful, a more sustainable approach is to use your influence to fast-track projects approved under the District Development Facility or other government initiatives. Ensure the Municipal Assembly’s plans include specific school projects.
4. Ensure Transparency: Publicly disclose all donations and projects undertaken for schools. This builds trust and allows constituents to track development.
5. Collaborate with NADMO: In cases of structural damage, formally notify and collaborate with NADMO to ensure the incident is recorded as a disaster, potentially unlocking national relief mechanisms.

For Concerned Citizens and Journalists

1. Verify Information: Cross-check claims about school conditions. Speak to multiple sources: teachers, students, PTA executives, and local education directors.
2. Ask the Right Questions: When reporting on such donations, contextualize them. Ask: “What is the total estimated need?”, “What is the school’s maintenance plan?”, “What is the role of the District Assembly?”, and “How does this donation fit into the school’s long-term development plan?”
3. Follow Up: Investigative journalism doesn’t stop at the donation ceremony. Report on the utilization of materials, the progress of repairs, and whether the underlying systemic issues are being addressed by authorities.
4. Use Data: Reference official data from the Ghana Education Service (GES) on school infrastructure deficits, pupil-to-facility ratios, and district-level education budgets to add depth and authority to reports.

FAQ: Common Questions Answered

Q1: Is this donation from the MP’s personal funds or from some government allocation?

A: The article describes it as a donation from “the Member of Parliament,” which typically implies the use of his personal resources or funds from his MP’s Common Fund (a constituency-level development fund). It is not an official government project. The MP, Ralph Poku-Adusei, is using his discretionary power and personal capacity to provide this relief.

Q2: What legal obligations do NADMO and the Municipal Assembly have in this situation?

A: NADMO, under Act 927, has a mandate to coordinate disaster response and provide relief. If the school’s condition qualifies as a “disaster” (e.g., a structural collapse endangering lives), they have a legal duty to assess and assist. The Municipal Assembly, under Act 936, is the primary local government body responsible for “social welfare and development,” which explicitly includes education. They are legally responsible for ensuring basic educational infrastructure exists and is maintained within their area. Their failure to act could be viewed as administrative negligence.

Q3: How can the public verify that the donation was actually made and used properly?

A: Verification can be done through: 1) Official receipts and photographs from the school administration, 2) Statements from the Municipal Education Directorate (which accompanied the MP), 3) Follow-up reports from credible local media like Life Pulse Daily, and 4) Community witnesses. For proper use, the PTA and School Management Committee (SMC) should monitor the application of the cement and roofing sheets to the intended repairs. Transparency from the school leadership is key.

Q4: Does the MP’s action set a bad precedent by relieving pressure on official bodies?

A: This is a valid concern. While the immediate need is met, such acts can create a moral hazard where official agencies (Assembly, NADMO) feel less urgency to perform their duties, knowing a politician might step in. The ideal precedent is for such high-visibility interventions to be used as leverage to demand that permanent systems work. An effective MP would use this event to publicly demand that the Assembly and NADMO institutionalize regular school infrastructure audits and maintenance budgets.

Q5: What is the long-term solution to prevent this at Denyaseman Catholic SHS and similar schools?

A: The long-term solution is systemic: 1) The Municipal Assembly must integrate a comprehensive, budgeted school infrastructure maintenance and upgrading plan into its Medium-Term Development Plan. 2) The Ghana Education Service must conduct a rigorous audit of all SHS infrastructure and prioritize funding for critical repairs. 3) The school’s PTA and OSA must establish a dedicated, audited infrastructure fund for ongoing maintenance. 4) The MP must champion legislative and budgetary allocations for school infrastructure at the national level, not just constituency-level donations.

Conclusion: Beyond the Donation Ceremony

The donation by MP Ralph Poku-Adusei to Denyaseman Catholic SHS is a moment of relief for a school in dire need. It highlights the power of individual action and political will to temporarily alleviate suffering. However, the narrative surrounding the gift—particularly the conspicuous absence of NADMO and the Municipal Assembly—paints a broader picture of systemic failure. The gratitude of the teachers and headmaster is heartfelt but should not be mistaken for endorsement of a broken system.

True educational progress in Ghana requires moving from a culture of reactive, personality-driven charity to one of proactive, institutional responsibility. The crisis at Denyaseman Catholic SHS is a symptom. The diagnosis is a gap in the implementation of decentralized educational financing and disaster response. The prescription involves sustained advocacy, rigorous oversight by elected representatives, empowered school-level governance (PTA/SMC), and a relentless demand for the fulfillment of the state’s duty to provide safe, adequate learning environments for every Ghanaian child. The cement and roofing sheets will help rebuild walls, but the reconstruction of accountability and systemic support is the foundation that must be laid first.

Sources and Verification

• Original News Report: Life Pulse Daily. (2026, February 18). “Denyaseman Catholic SHS receives huge donations from Bekwai MP after crisis.” [Note: Publication date as provided in source material].
• Ghana Education Service (GES). General information on Senior High School infrastructure and the Free SHS policy.
• National Disaster Management Organization (NADMO) Act, 1996 (Act 927).
• Local Government Act, 2016 (Act 936, as amended).
• Parliament of Ghana. Profile and public statements of Hon. Ralph Poku-Adusei, MP for Bekwai.
• General knowledge of Ghana’s decentralized governance structure