Dear Editor,
Each year the budget for the Ministry of Education (MoE) keeps increasing, and schools at all levels across the country are benefitting in tangible ways. Students are receiving cash grants directly and schools also get grants to purchase resources to effectively deliver the curriculum and improve the quality of education students are receiving. Not so long ago, if teachers received a few pens at the start of the academic year, they counted themselves lucky. Rapid changes are occurring in the education sector and a lot of money is being expended. Many programmes have been launched, schools built and ideas implement with the goal of expanding access, producing more competent teachers and offering a higher quality of education to students. What more can be done? The landscape is dynamic: new challenges arise, problems identified and ideas are being proffered from all stakeholders for consideration by those with the power to make changes.
While new secondary schools are being built with modern designs and better facilities to meet the needs of the 21st century curriculum how can schools that were built in the mid to late 20th century be expanded or renovated to improve the quality of education delivery? I believe that if there is sufficient space in a secondary school’s compound, the MoE should ensure that each department has a room. A small building can be erected and rooms given to departments that traditionally would not have. This would not only improve the quality of curriculum delivery but would enhance accountability and transparency with the expenditure of grants being given to schools and promote a more equitable distribution of resources being sent by the MoE among departments. For instance, at Annandale Secon-dary School there are 11 departments. Of these, 7 either have an entire block, laboratory or room while the English, Modern Languages, Mathematics and Social Studies departments have no space of their own or are at a disadvantage.
When the first set of grants were given in 2023-2024, each department received for two terms and were able to purchase items such as projectors, printers, large teaching resources and models to enhance curriculum delivery but many items remain locked away in cupboards because they cannot be used effectively in a classroom. For example, in secondary schools there is a structured timetable with many subjects which fall into specific departments and teachers are allocated periods. Some subjects may be allocated just one period while others have as many as seven depending on whether the subject is core or non-core.
If a teacher just has an hour with a class, the time taken to set up a projector to teach a particular topic would cut into the teaching time. Then this sensitive equipment would need to be handled carefully and the risk of it getting damaged increases when it has to be taken to and from the classroom. Additionally, using a projector or music player would disturb nearby classes; classrooms are not sealed. However, to enrich a lesson and capture the attention of easily distracted students a Spanish teacher may want to play ‘Guantanamera’ for the students instead of just looking at the lyrics or show them the tango, salsa, merengue or the running of the bulls in Spain. And there is a preponderance of high-quality free videos on YouTube. Instead of looking at a black and white photo of Machu Picchu in a book one can view a high-definition video of it and other touristic sites in Peru.
Furthermore, with cash grants being given to schools, teachers are often reminded of accountability, transparency with the use of funds and the need to buy teaching aids and other materials to improve the quality of teaching being offered to students but what can really be bought if there is no space for items to be stored? Subject teachers in departments without rooms are just given a small space in the staff room for a desk and chair. Where would teaching aids and other resources be stored? Often, the grants are used to buy small items such as stationery and toiletries only because of limited space. Apart from the need for space to place department resources, students doing electives need to be in a space free from noise and distractions. In secondary schools, student are given the option to choose subjects that align with their future career goals from as early as Grade 9. When they have an elective subject, some would remain in the classroom and others would have to find a spot somewhere in the school compound to have their class if the department doesn’t have a room. These students are being placed at a disadvantage unnecessarily. If a vehicle or person passes their attention is shifted.
Also, when items such as cupboards, shelves and other resources are sent to the school from the ministry, departments without rooms are left without. These items are used by teachers to store textbooks and teaching materials. With more money to spend and improving the quality of education being delivered to students at the forefront, I feel that my suggestion is worth considering by those with the power and authority to make this a reality.