Progress of School Infrastructures excites Minister
Minister of Education Madalitso Kambauwa Wirema has expressed satisfaction with the progress of infrastructure development at Secondary Schools in Karonga saying the vice is significant to advancing quality education in the district.
She said this at Karonga Community Day Secondary School (CDSS) in the District on Friday during a tour to appreciate construction of a Library and laboratories at Maghemo and Karonga CDSS under the Equity with Quality and Learning at Secondary (EQALS) project.
In an interview following the tour Kambauwa Wirema, said she was happy with the progress of the infrastructures which is at 90% completion rate.
She highlighted the importance of such infrastructure in enabling students to conduct science experiments effectively, thereby fostering a conducive learning environment.
“Most CDSS do not do well performance wise because they lacked certain infrastructure hence these construction of the laboratories will improve the students performance in science subjects,” she said.
However, the Minister stressed the importance of safeguarding school property against vandalism, cautioning students against such destructive behavior.
She emphasized that vandalism constitutes a setback to educational progress and urged students to recognize their responsibility in preserving school resources.
On his part, the Headteacher at Karonga CDSS Howard Kumwenda, expressed optimism of seeing better performance of his students in science subjects.
“Our students were facing a lot of challenges in conducting experiments due to the lack of laboratory facilities, making the establishment of the new labs a significant milestone in the school’s history,” he explained.
Jane Sichali a form one student at the school, commended the Government for constructing laboratories at the school saying the move will motivate more students to take science subjects seriously.
With financial support from Worlb bank the Malawi Government is implementing equals project across the country.
