2. CAPÍTULO II
2.1. La izquierda en América Latina
To the question what the challenges are of addressing the need for technical support for double session schools the three participants echoed the same sentiments. According to them the availability of school equipment and classroom maintenance can affect school development positively or negatively. The lack of resources are often at the root of interpersonal conflict in schools but more so in double‐shift schools, since the same resources are used twice by two different groups. It is a tremendous task to make sure that the resources are both available and appropriate to the needs of those who are using them. As indicated earlier, a simple aspect like getting into a clean class every day is a big problem in double‐shift schools. Keeping the classes clean for both sessions is very difficult because by the time the morning session finishes, it is also the time the afternoon session begins entering the classroom. There is basically no time to clean the classes before the afternoon session can commence. At five when the afternoon session finishes there is on occasion no‐one to clean and as a result the morning session will also enter into a dirty classroom the next morning. To solve this problem it is sometimes necessary to freeze classes so that the cleaners can sweep the classes in a rush. In doing so one takes away valuable teaching time from one of the classes. This whole notion was emphasised by Mr Tjeripo when he explained:
We have the concern and problem of teachers that complain that their teaching aids such as posters have been removed; they also complain about the lack of cleanliness when they return the next day. . Teachers continuously complain about their teaching aids such as posters, which are removed and sometimes torn by their teaching colleagues or even learners in a different session. This is one of the disadvantages of having a shared classroom. The focus groups emphasised the lack of space. They feel they do not own any space in double‐shift schools. Everything is shared and no one wants to take ownership and responsibility. To try and solve this problem, management of these schools goes to the extent of dividing the classroom into two halves, allocating a half to each teacher. All these issues, according to Mr Tjeripo, are affecting their management:
This is also affecting our management and maintenance of our resources… we need to keep them in good condition in order to provide a conducive environment for the next teacher. This is very problematic for us.
They all agreed that double‐shifting is most likely to place increased burdens on school facilities such as buildings, which is likely to lead to higher maintenance costs and reduced lifespan. The tendency at these schools is that no one wants to take sole responsibility for classroom equipment and facilities, as everyone passes the responsibility to another colleague. 4.7.7 Educational Reform The last question was about the educational reform that the Namibian Government has put in place to try and address the legacies of the past. Taking the aim of the educational reform into consideration, the double‐shift system accommodates or addresses equity, access, quality and democracy. It would thus seem as if the double‐shift system has a long way to go.
All the participants said in no uncertain terms that the afternoon session should not be an alternative to single shift schooling. According to them this was an interim arrangement until
such time Government had enough schools to accommodate all the learners in single shift schools. It should not and cannot be the way forward. Mrs Somerset had the following to say on this question:
Yes, to give access to the learners we have to deal with the double‐shift, but to ensure quality work I think this must be phased out. If we want to do quality work, especially with the grade one’s and two’s where the foundation is laid down, then I think it must be phased out.
Mr Tjeripo supported her by saying the following:
It is definitely not the way forward, unfortunately not. It was mentioned and I quote: “Afternoon sessions will not be abolished unless there is money on the table to build more schools.” So these afternoon sessions I believe, are an interim arrangement until such time we have enough schools to accommodate all the learners in the morning. Ms Kondjee also supported her colleagues very strongly that the afternoon session was not the best way forward. According to her, to accommodate the policy of education for all and most specifically access to education, maybe the Government could continue with the afternoon sessions, but placing all learners in schools by introducing the afternoon session, does not automatically translate into quality teaching and learning. To cater for effective and quality education and teaching one needs to do away with the afternoon session. She also highlighted the paradoxical nature of the afternoon session when she said:
On the one hand it is trying to address access and equity since the afternoon session is providing as many children as possible with places in schools. However, on the other hand, effective and quality teaching and learning is not taking place because of the reduced school time that is in actual fact depriving learners of the afternoon session, of important classroom and co‐curricular opportunities.
All the participants were of the opinion that after independence, the goal of democracy is being applied. The afternoon sessions are also fostering democracy as the teachers teaching these sessions practise learner‐centred education and thus allow democratic classroom practises to
take place. Through the policy of learner‐centred education, learners are, for example, given opportunities to be an active part of the classroom activities and interactions. Teachers are trying as far as possible to involve learners in decision‐making, but this is not that easy as the afternoon sessions only cater for lower primary learners. Teaching these children accountability is possible, but not easy task.
In conclusion it became very clear through the data presentation that making double‐shift schools work efficiently is not easy, but they are at the heart of the Namibian educational enterprise. Due to resource constraints, the Namibian Government has had to make difficult decisions about how to maximise scarce resources especially where primary school enrolment has risen rapidly, but new funding has not. In a double‐shift school system a school using existing resources such as classrooms efficiently increases places. Double‐shift schooling places enormous pressure on those charged with managing and leading these schools and this has significant implications for the quality of education, for example, in the cases where instruction time is curtailed or condensed. Responsibilities and accountability are transferred from the headmaster of the school to heads of department leading and managing one of the sessions. Due to the lack of relevant policies, control and monitoring double‐shift schools becomes a more complex task for headmasters in terms of their workload, the nature of their responsibility and accountability, as well as the skills and knowledge required to fulfil their complex roles. The negativity surrounding the double‐shift system is another constraint that needs to be addressed seriously since this is making appointing staff more complex. Motivation and other incentives to become an afternoon teacher are severely limited if not non‐existent.
In the next chapter I will analyse the collected data in terms of my research questions and goal, and emerging themes and by using the literature I consulted in chapter two.