FOCUS ON 2016 SCHOOL RESULTS

Sir,

While we congratulate teachers and pupils for the passes obtained, it is surely our aim to increase the percentage of pupils passing at First and Merit level, and eliminating all failures.

 I would like to share a list of a few factors which I believe may be contributing to the less than satisfactory quality of passes.
*The government subvention to primary schools which stands at E560 per pupil has not changed since the introduction of free education in 2009. There are many negative effects this has on the ability of such schools to operate efficiently.

* The quality of many preschools that prepare children for entry into primary are totally inadequate.
* Lack of adequate facilities and materials at most schools such as libraries, computer rooms, science and agriculture laboratories, among others. 
* Walking distances to some schools by some pupils is excessive, which when coupled with lack of a nutritious starter meal for the day leads to poor concentration and hence poor performance.

* Lack of adequate teaching staff at some schools.
* Quality of school management and teaching.
* Excessive number of pupils per class.

* Inappropriate use of cellular phones, drugs and alcohol by some pupils.
* The use of English as a teaching medium for all subjects may lead to some pupils being left behind.
* Lack of innovative motivation for pupils to perform well such as inter-school competitions on various subjects.
* Lack of parental/guardian support with homework and education in general.

 A study as indicated by the Ministry of Education and Training, to look more fully into this topic is an excellent idea. Many of the required remedial actions revolve around increased funding for, and commitment to, education, where currently we allocate approximately 10 per cent child of what the 34 true First World OECD countries do. (OECD; Organisation for Economic Development and Cooperation).

However, these countries have high per capita incomes and can afford to devote large amounts to education, which we cannot, without a combination of budget reallocation, the acquisition of loans from banks and funding agencies, donors and other partners, securing a much greater involvement of the private sector and with churches playing a much more proactive role, especially as some schools carry the name of prominent churches but are relatively dilapidated.

A bond issue by government to the public would also be an option where we can invest in the education of our children. The time to invest seriously in education is now if we are really serious about being a First World nation. As members of the public and parents of children, we will be pleased to do whatever we can to assist the ministry in its efforts.

With the 23 schools in our Inkhundla E10 million per school could easily be spent on vital infrastructure as mentioned above. Building costs are astronomical these days so for, say six teachers’ houses, some Science and Agriculture and computer laboratories and a good well-stocked library, E10 million would not be an exorbitant figure! This investment could be spread over two or three years.

A more detailed costing could be prepared taking into consideration the specific needs of each school. It would be interesting to hear from other Tinkhundla what they estimate, to arrive at a possible national requirement for funding.

John Weatherson
Mnyokane

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