In the wake of the Covid-19 pandemic, the Namibian Ministry of Education, Arts, and Culture made a significant change to the academic calendar for government schools.
It was shifted from a traditional three-term system to a two-semester model. While the intention may have been to ensure the safety of pupils and teachers, it has left many stakeholders – from pupils to educators – questioning the wisdom of the move.
The switch to a university-style calendar, designed for more mature and self-sufficient students, is affecting the well-being and learning outcomes of primary and secondary school pupils.
The three-term calendar, which allowed pupils to take periodic breaks, has been a staple of Namibia’s education system for years.
It not only gave pupils an opportunity to recharge but provided a more balanced approach to learning.
CONCERNS
The effects of the new system are not going unnoticed. Teachers and pupils alike have expressed concerns.
According to one Grade 7 puplis, “I sometimes don’t come to school because I need to refresh my mind.”
This highlights a fundamental issue: Pupils in especially primary and secondary schools require breaks to recharge and maintain focus.
The traditional three-term calendar provided these crucial breaks, allowing pupils to return to school rejuvenated and ready to learn.
“Having three terms gave us more room for improvement, unlike two semesters,” another pupil commented.
This indicates that the current academic calendar may affect or limit pupils’ potential for growth.
A more extended school term can result in burnout, decreased motivation and a drop in academic performance.
A semester system doesn’t allow pupils the time needed to reflect on their progress and make the necessary adjustments.
RIPPLE EFFECT
Furthermore, the impact of the new academic calendar reverberates beyond the classroom.
“My father works far from me, I’d get to see him thrice a year, but with this system it is impossible,” another pupil noted.
The calendar change can affect family dynamics, which are essential for pupils’ emotional well-being.
Teachers too are bearing the brunt of this transition.
A teacher’s perspective is essential when considering any educational policy.
“It gets too tiring working with the little ones for this long,” one educator said when asked about the change.
The extended academic semesters not only place a strain on pupils, but also on teachers.
The dedication of our educators cannot be overstated, but the increased workload and continuous instruction without breaks are taking a toll on the well-being of many.
It raises the concern that the current system might lead to teacher burnout, ultimately affecting the quality of education provided.
RE-EVALUATION
In light of the challenges and concerns stemming from moving to a two-semester academic calendar, it is imperative that the ministry of education re-evaluate its decision.
It involves the well-being and academic success of our pupils, and it is our duty to ensure that their learning environment is conducive to growth and development.
The transition from a three-term to a two-semester calendar, while well-intentioned, has led to several unintended consequences for pupils and teachers, and the quality of education.
We need to revisit our school calendar and consider reinstating a more balanced and pupil-friendly system.
- Harmony Muyenga teaches at a Tsumeb primary school. The views expressed in this article are written entirely in his personal capacity
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