Power of data in institutions of learning

Tshwarelo Hosia | Monday November 2, 2026 06:00

Data forms the basis for planning, decision-making and research. A school should couple its duty of imparting knowledge to students with a continuous cultivation of a culture of self-renewal and regeneration. The goal is to avoid falling into the trap of institutional degeneration and complacency. School should strive to remain agile and responsive to the ever changing landscape while also accommodating institutional memories. A learning institution should learn from multiple streams and this includes historical data. Learning should not be anchored only on current winds of change or the dictates of the moment but should also necessarily entail going back in time to draw wisdom and inspiration from glorious historical precedents.

Sometimes institutional pride or better still absence of humility makes it almost impossible for institutions to rewind the hands of time with the sole purpose of seeking direction and wisdom from luminaries who had laid the institutional cornerstone. In the context of management of public basic education schools, many schools that are currently less thriving, once had a robust pedagogical and school governance architecture. Moeng College, presently a shadow of its former self, had had a glorious academic past.

The question should what strategies did the luminaries deploy to achieve such as colourful and rich history? What role can the luminaries play in the resuscitation of the school to help it return to its past glory? While it is important to fashion strategies on the current pedagogical data and the latest technological advancements, it is an error of judgement to shut out the inputs and insights of luminaries, the retired heroes and heroines. The luminaries should be accorded some modicum of respect and not simply dismissed as spent forces whose ideas may have been overtaken by events.

Some of their pedagogical skills, empathetic approach, and governance experiences could still be as valid as they were in yesteryears. It is suicidal for institutions to be so fool hardy as to try to invent the wheel at every opportunity. Fixing what is not broken is an exercise in futility which constitutes a waste of effort and limited resources at the disposal of schools. Soliciting ideas from school leaders and a accomplished veteran classroom practitioners should not be interpreted as an attempt to bring retirees back to active public service but it is noble endeavour intended to appreciate institutional wisdom.

To achieve this end efforts should be made to create platforms and official structures where the veteran mentors could voice their opinions and share best teaching and learning experiences. It would appear Selebi-Phikwe is positioning itself to lead the way in terms of forging closer and collaborative ties with retired school managers and classroom practitioners. Already, of their own accord, the luminaries in the Selebi-Phikwe sub region are reaching out to the current leadership to find ways and means of working together to advance the cause of teaching and learning.

While Selebi-Phikwe schools continue to thrive from the pedagogical strengths of the current generation of leaders and teachers , there is no denying the fact that the sub region is standing on the shoulders of institutional monumental giants whose labours laid a rock solid foundation. The sub region will continue to relish the continuing support from its revered luminaries. Listening to the humble beginnings of many schools in Phikwe and the sacrifices of both fallen and surviving heroes and heroines made, is indeed a humbling, overwhelming and inspiring experience. As they say old is gold. The exploits of our luminaries will forever be etched in our minds.