By Kilemi Mwiria
We have recently witnessed ugly incidents of parents attacking heads of primary schools, that posted poor results. In a sense, this is a reflection of the helplessness of parents with regard to influencing the outcome of their children’s education. However, in most cases, they may be venting their anger on the wrong people. True, head teachers have a major responsibility in ensuring quality education in the schools they manage.
They are the link between the Ministry of Education officials, pupils, parents and the local community. Thus a head teacher, who is able to manage these resources effectively, can expect a measure ofsuccess. A good head is also an example to the teachers by being a leader in the subject he/she teaches as well as how he/she conducts herself/himself within and outside the school environs.
But there is little the head can do if the other players do not make a decent effort to do what is expected of them. Pupils are the most important equation here. If they are undisciplined and have no motivation, it will not matter what kind of head is running the school. Of course, the head can do much to motivate and discipline pupils; but they must be interested in working in the first place. Remember that with changed times, a head cannot impose some type of punishment on pupils. Otherwise, he will be in trouble with parents and education administrators.
Much of the work related to disciplining and motivating pupils has to start with the parents. One of the biggest weaknesses in our schools is the weak link with the very parents that are demonstrating against poor results. Few of them care about what goes on in schools or allow their children time for homework. In regions where performance is good, parents do much to motivate their teachers through different types of incentives. And there is nothing wrong with this gesture; private academies give their teachers the very best possible.
In any case, teachers spend the most time with children; they are more than parents. My experience is that many able parents move their children from poorly managed and non-performing schools rather than be part of the solution. Outside of schools are educational supervisors who are overstretched, but also sometimes incompetent, unmotivated and too compromised for effective supervision. The problem is particularly serious in rural public schools where parents may not have a link with senior education officials. There are also cases where the Kenyan National Union of Teachers shields poor performing teachers from being demoted or transferred to other schools where a change of environment may help. Likewise, some sponsors of schools and politicians protect their favourite noon-performing teachers.
Rarely do we connect the local administration with school performance. Yet, they are critical in ensuring a conducive leaning environment outside the school from the point of view of eradicating drug and alcohol dens, to ensuring security for teachers and pupils.
In brief, the solution to poor performance has to be collectively sought. A beginning point could be organised meetings of all key players with interest in education to discuss problems honestly with a view to coming up with solutions followed real by action; not more talking.
The writer is MP for Tigania West and Assistant Minister, Ministry for Higher Education, Science and Technology
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