Raising student learning outcomes

Tshwarelo Hosia | Monday October 27, 2025 15:40

This should be accompanied by a careful and radical selection of the leadership that would be equal to the task. Without the right leadership at all levels of the system, challenges that could be solved may appear stubborn and insurmountable. The challenges that continue to dog the education sector require bold, fearless, and swift decision-makers. To succeed, the ministry should assemble a team of brave men and women who not only fear criticism but are also amenable to fresh and Innovative ideas. Breaking the existing pattern or culture should naturally attract stiff opposition from conservative thinkers loyal to the status quo. Resistance to change does not necessarily mean changes envisaged are off the mark. Human beings often become slaves of traditions of the past; however, the traditions may be. Leaders fully committed to the cause of birthing a new radical dispensation should never crack or wobble when confronted with the challenge of resistance. There is a need for the leaders to absorb pressure and forge ahead with the change that would serve the students and educators well. It is important to consider the urgency of change from a student/client’s perspective. Would the envisaged change do students a world of good? If the answer is yes, then no time should be wasted in effecting identified pro-student changes. The system should have some empathy towards the students in recognition of the fact that students are the principal clients of the teaching industry. Our students have suffered for far too long, having been at the receiving end of a system of education that has underserved them for decades. The subject of change or transformation is a pressing matter that needs to be tackled with a high degree of urgency.

The traditional approach of effecting and implementing changes, albeit slowly, cannot match the magnitude of the problem at hand. Incremental changes, coming in drips and drabs, neither does not inspire any confidence nor do they assist in expediting the attainment of good conditions for effective teaching and learning. It must be borne in mind that change, unlike elsewhere, cannot wait because it is a matter of life and death. The future of our children is at stake. Consequently, any change expressed only lyricism and not accompanied by action would fall short of addressing issues that inhibited the provision of quality education over the last two decades. Some of the changes required are pretty obvious and can be carried out without courting any controversy, while other changes remain controversial in nature and cannot be pursued without ruffling a few feathers. For instance, there is no question about the need to repair school infrastructure. Funds permitting, all schools deserve good infrastructure. But hot debates would certainly ensue on the question of making appropriate human resource deployments. What is unambiguous is that a systemic overhaul is required to create fertile conditions for a thriving and prosperous teaching and learning environment.

There is no doubt that the challenge of infrastructural dilapidation is a common feature across the length and breadth of the country. And that it has its fair share in the persistent culture of low academic achievement.

Funds permitting, it would be desirable to rehabilitate buildings in all schools overnight. However, it would be naive to assume that addressing infrastructural challenges is a panacea for all problems. Fixing buildings is a good and desirable thing, but it is far from being a silver bullet. The system has been waiting for its revival. It is part of the solution.

Much as repairs are required like yesterday, unfortunately, the prohibitive costs associated with maintenance would result in a long and protracted maintenance process. So much will depend on the recovery of the diamond industry. And in this regard, the country needs God’s help. Not all challenges require monetary injection. Some challenges emanate from the prevailing archaic policy environment. A shift in policy could produce desired student learning outcomes. One of the radical changes needed is granting greater autonomy to schools and regions.

The central ministry is overwhelmed with responsibilities. The mistake of coupling policy with operational tasks should be abandoned immediately and avoided at all costs. Schools, ably supported by regional authorities and parents, can stand on their feet and provide viable home-brewed solutions.

The one-size-fits-all solutions manufactured at the central ministry cannot address the peculiar needs of different localities. It is important to realise that the country is not a homogeneous entity. It is a home to diverse cultures, and allowing room for flexibility could open the floodgates of innovative and radical ideas. School autonomy could also boost the morale of frontline employees because the spirit of ownership of problems would be enhanced.

Looking up to the central ministry for solutions and money continues to dampen the spirit of curriculum implementers.

But, allowing schools to apply their minds to problems they face and also the space to deploy budgets as dictated by issues they would have identified as priorities would go a long way to give teachers the impression of being masters of their own destinies. Parents would also have confidence in school principals who appear to be fully in charge of all operational matters. There is a need to consider radical ways of doing things to restore normalcy in schools and the much-needed culture of effective teaching and learning.