Ghana Secondary Technical School (GSTS) in Takoradi has launched the country’s first comprehensive school wide technology initiative, establishing new standards for digital transformation in secondary education through sustained alumni commitment.
The institution achieved three national firsts simultaneously: creating an Alumni Information Technology (IT) Department, installing campus wide WiFi powered by Starlink satellite internet, and building a digital library housing 100,000 electronic books. These infrastructure developments support STEMQUEST, a pilot program reimagining technical education for the digital era.
The GSTS Alumni Association (GAA) is funding the transformation as a long term investment rather than a single donation. Gt. Daniel K. Teye, GAA President, explained that STEMQUEST represents one of the alumni’s most significant commitments to restoring GSTS as Ghana’s premier technical secondary school. The infrastructure already deployed marks only the beginning, with plans to scale across every aspect of campus life.
Gt. Walter Kwami, Chief Technology Officer of the GAA, emphasized the initiative fundamentally rethinks technical education for the digital age. The approach goes beyond adding technology to existing structures, seeking instead to integrate cutting edge tools into every aspect of student learning, from classroom instruction to hands on experimentation with emerging technologies.
Gt. Tetteh Abbeyquaye, Immediate Past President of the GAA, stressed that every young person entering GSTS must have opportunities to engage with technology. Traditional technical foundations remain vital, but current and future generations need skills to innovate responsibly using emerging technologies. The goal extends beyond preparing students for existing jobs to equipping them for challenges and opportunities they will face tomorrow.
The STEMQUEST pilot launched publicly during the 2025 Homecoming Weekend, held December 4 through 6. A three day technology exhibition drew students from GSTS plus four visiting schools: Adiembra Senior High School (SHS), Archbishop Porter Girls SHS, Ahantaman Girls SHS and Bompeh Senior High Technical School.
The exhibition emphasized hands on engagement across six technology stations designed to introduce students to different aspects of modern Science, Technology, Engineering and Mathematics (STEM) fields. Rather than passive demonstrations, participants actively worked with equipment and software.
At the robotics and artificial intelligence station, students interacted with CM4 robot dogs programmed to navigate obstacles autonomously. Facial recognition demonstrations illustrated practical machine learning applications. Programming stations allowed participants to control systems using both block based visual tools and Python code, demystifying artificial intelligence for beginners while providing depth for advanced learners.
The drone station offered carefully structured learning pathways across three tiers. Beginners used Drone Maker Kits to understand basic engineering principles through design, build and fly cycles. Intermediate students programmed CoDrone EDU devices equipped with sensors for navigation and data collection. Advanced demonstrations with DJI Mini Series drones showcased professional applications in agriculture, infrastructure inspection, security and aerial photography. A live roof inspection demonstrated real world utility.
Students examined model rocket anatomy at the rocketry and space science station, learning about airframes, propulsion systems and payload design. Discussions covered launch protocols, recovery techniques and orbital mechanics fundamentals, connecting hands on rocketry to Ghana’s potential future in space technology.
The digital media and communication station introduced photography, videography, podcasting and live streaming techniques. Sessions on social media literacy and digital communication addressed skills increasingly critical in education and professional environments.
The GSTS Robotics Club presented two student designed solutions to campus challenges. A door breach alarm system prototype demonstrated how technology could enhance campus security through instant alerts and deterrent measures. The club also developed a fully functional digital Exeat App that can replace paper based permission systems, enabling real time parent notifications and approvals.
Smart classroom technology demonstrations featured a battery powered artificial intelligence projector and the RACHEL ecosystem. RACHEL stands for Remote Area Community Hotspot for Education and Learning. The system provides offline access to educational content across subjects, transforming learning by delivering comprehensive resources without requiring continuous internet connectivity.
The visible technology demonstrations rest on substantial infrastructure investments operating on a services oriented model designed for sustainability and continuous improvement. The campus wide WiFi network powered by Starlink provides reliable connectivity for both administrative functions and student learning.
The 100,000 volume digital library gives students access to resources far beyond what traditional school libraries can provide. Plans for a Learning Management System (LMS) will enable systematic lesson planning, assessment, progress monitoring and personalized learning paths.
Alumni leadership views STEMQUEST not as a one time event but as the beginning of systemic transformation. The goal calls for every GSTS graduate to gain hands on experience with robotics, artificial intelligence, drones, rocketry, software engineering, digital media and smart classroom technologies before leaving school.
The Alumni IT Department, staffed with National Service graduates and backed by alumni professionals with vast IT expertise and experience, serves as the knowledge engine for this transformation. The department maintains infrastructure, builds capacity and ensures continuity beyond initial implementation phases. Plans call for expanding the pilot into a school wide STEMQUEST extra curriculum pathway, integrating technology across academic subjects, clubs and practical training.
Future development will leverage partnerships with industry, universities, alumni professionals and global STEM organizations to deepen resources and accelerate deployment. The digital campus infrastructure will support artificial intelligence powered tutoring, learning analytics, digital attendance systems, secure student records and ongoing innovation in robotics and drone technology.
The campus network also enables remote learning and virtual workshops, allowing alumni and external experts to contribute to student education regardless of geographic location.
Kwami noted that the GSTS of old built engineers for a mechanical age, while the GSTS being built now will forge innovators for the digital era while continuing traditions of technical excellence.
He emphasized that technology deployment has been carefully designed around Ghana’s resource constraints to ensure long term sustainability. The team intentionally selected solutions that can operate reliably within infrastructure realities: systems that work offline when needed, equipment that is maintainable locally and platforms that do not require constant high speed internet.
Power outages represent a reality they designed for, not around. Equipment like the Nebula projector and RACHEL device runs for hours on built in batteries. Network infrastructure auto recovers when power returns. This resilience is non negotiable. The approach avoids creating dependency on resources they cannot guarantee or expertise unavailable on campus. They are building for endurance, not just innovation, Kwami concluded.
With its combination of infrastructure investment, hands on learning opportunities and long term institutional commitment, GSTS is establishing a model that other Ghanaian schools may follow as the country works to prepare students for an increasingly technology driven economy.
