Ntabayengwe reopens for business

School restarted last week. The teachers returned a couple of days before the pupils. We had three things to sort out – the timetable, responsibilities and the allocation of stationary.

The timetable was drawn up quickly after a decision was taken to reuse the one from last year. Huge relief all round.

Discussion of responsibilities went well. I am now in charge of school excursions. Until now, we have never managed a school outing. The biggest obstacles are money and red tape. But I have ideas for overcoming these. I’ll let you know how I get on.

The allocation of stationary proved most problematic. I didn’t get too involved in the discussion. Instead, I spent the time browsing through new text books sent by the education authority. And I quickly became depressed.

Each year we are sent a random selection of slightly revised text books. Typically we receive ten copies of each book – far too few to use with classes of 30-40. Anyway, we never ask for these text books. And most we do not need. Often, they replace text books received the previous year of similar quality and still in perfectly good condition. As a result our out buildings are overflowing with bonfire material.

I am convinced that we, and all the local schools, are victims of a giant scam. There must be private publishing companies making a huge amount of money from contracts with the educational authorities.

A superficial glance through some the new text books creates a positive impression. The new grade 7 English book is beautifully presented. Each page is full of colour. Unfortunately, the content has been thrown together with no thought. There are a few very random grammar and vocab lessons. These are interspersed with a huge number of idiotic sections that serve no purpose. For example, one of the early chapters requires the children to identify correctly letters from different world alphabets – Arabic, Japanese, Hebrew, Mandarin, Hindi and Russian. There are no clues given as to how they should go about doing this. Many other chapters belong in other subject text books – e.g. identifying circuit symbols, classifying animals into kingdoms and species, matching up flags to countries.

Other text books are slightly easier to follow. But many are very dull and pitched far above the ability of the children. Few children even in the top year at primary school have a reading age above 6-7 in English. Yet, for example, the citizenship text book encourages the children to analyse the merits of the South African constitution and to consider the different clauses contained in the Bill of Rights.

And now to the crux of the problem. A large number of teachers in South Africa do not have degrees. A teacher is only required to have passed their matriculation (equivalent of A-Level). This creates a heavy dependence on the text book. Where it goes, they follow. Believing whole heartedly in the importance of the knowledge contained in their teaching aid. Even if it means exercises in distinguishing between Arabic and Hindi.

Time for a South African version of the Pink Floyd classic. ‘Text books, leave those kids alone.’