The thriving public schools

Tshwarelo Hosia | Monday January 27, 2025 13:56

The answer is a strong and unequivocal yes. Yes, they can. Nothing is impossible. Working in an atmosphere of adversity, public schools had acquitted themselves well in some distant past. There was a lean period in the history of the education sector where financial and human resources constraints did not permit adequate and equitable supply of teachers and learning materials. The one other glaring limiting factor was the fact that regional support divisions were limited to certain major geographical centres and the situation was further exacerbated by lack of accessible and all weather roads, making travelling to far flung places a very frustrating and daunting experience.

Visits to schools by oversight institutions were not a common occurrence but were rare and far between. Schools were, in the literal sense, on their own. Interestingly, subjected to an environment of adversity, the business of teaching and learning, albeit without hiccups, was conducted with distinction. It is clear that when moved by passion and love for what they do, people can withstand the worst of circumstances. When weaned from the central ministry and regional structures and granted the space, public schools can execute quite efficiently and effectively their teaching and learning responsibilities as stand-alone and autonomous entities.

Their peers in the private sector have already demonstrated beyond reasonable doubt that academic prosperity does not necessarily depend on having some superior external structure watching over their affairs from a distance. Without regional support, private schools continue to outcompete and out fox their counter parts under the care of both central and local government. During the era of the country’s economic boom, the public education evolved. Multi-layered structures were erected both at the central ministry and regions predicated upon a desire to raise the quality of governance, accountability, and, most importantly, student learning outcomes. Education Officers spread across the length and breadth of the country, drastically improving interactions with schools.

This was seen then and now as a positive development. However, increased visibility of Education Officers, while laudable, has unfortunately not translated into improved learning outcomes. The existence of multi-layered structures brought in its train protracted and long-winded processes, which must be negotiated before a school could get support and assistance. Of course, under exceptional circumstances, processes can be circumvented to ensure quick and swift delivery of critical inputs. But generally, it is obligatory for due process to be observed when requesting for teachers and other critical supporting inputs. More often than not, protocols laid delay make it difficult for resources to reach schools on time. Schools are not doing well at the moment, and an insufficient or delayed supply of critical inputs is one of the factors contributing to the challenge. But things can really change. Schools should be placed under the board of governors manned by eminent persons.

The board of governors could among others, manage school budget allocations, in collaboration with school principals, ensure adequate and timely supply of teachers and teaching and learning materials and facilities and ensure continuous professional development of teachers. The recruitment process, which is presently done at regional or central ministry, can be effectively carried out at the school level. With a lot of responsibilities migrating to schools, the central ministry can place a lot of focus on policy matters and worry less about mundane operational issues.