‘EXTRA MURAL CLASSES’: CAN THE DISCUSSION CONTINUE?
A few days ago, the trending news was on the ban or purported ban of extra or extension classes in public schools in Anambra State. The news was greeted with mixed reactions. I got some calls and chats asking for an opinion on the issue. Later, I observed that neither the news of the ban nor the refuting statement from the Ministry of Education had an official government seal. Consequently, I assume that the matter is open for further debate, and with another call on the same issue at the weekend, I humbly make my personal view public, under ten points.
1. Let me note that these are the kinds of issues that public media should lead. The state broadcasting service (ABS) and other private media should create more phone – in programs to discuss such issues. Some media like Radio Sapientia Onitsha do such things very well. I am currently not at home to know if this matter has received the desired attention. If it has, good. If not, it should. Thus, there is a need for a time lag before a definite decision on this.
2. There is a need for clarification of terms. Is it “extra mural” activities or “extra moral”? I think it is “extra mural,” a word which has a Latin root. In Latin, “Extra” means “outside” while “Murus” means is “Wall” . Extra mural refers to activities outside the classroom walls. Such activities include farming and other agricultural activities, training in musical skills, sports, constructions, and other skill acquisition programs. In developed countries, extra mural activities influence the ratings of the school and are highly recommended as part of students’ integral formation.
3. So, what actually is banned or intended to be banned? As a former administrator of a school, I think it is the abuse of the above case, where normal classes are extended beyond the regular hours, sometimes for an extra two or three hours. In this case, students pay extra money, and some teachers only teach properly during these extra classes for the sake of the extra money paid to them. This abuse should be stopped.
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4. In addition to the abuse noted above is the sociological worries associated with extra classes or what is fashionably called “extra lessons.” There is a growing worry that children no longer have enough time with their parents, and so, bonding which is necessary at certain age between a child and the parents is compromised. This is a real worry because the family is the nucleus of society, and the values that revolve around parental training must be preserved. But, are the parents at home to receive and bond with the children at 2:30/3pm? If the teens leave school at 2:30pm to their respective homes, is their environment morally and socially ‘safe’ for them? Who is a better parent today: the school or the biological parent? My personal experience after the covid lockdown seems to suggest that many parents either lack the knowledge of parenting or are simply incapable of such moral acts or have traded it off in pursuit of wealth, ‘to make ends meet’.
5. As the discernment continues, it is important to note that extra classes or extension classes seem to be ‘fuelled also by the national curriculum. There are splits of subjects that were previously one in the 70s, 80s, and 90s; and yet the official teacher – students ratio remain 1:25 pupils( pre primary), 1:35 pupils (primary), and 1:40 ( post primary). In secondary school, certain subjects like English Language, Mathematics, and other sciences are expected to have a minimum of 4 or 5 class contacts per week with the students. Each is a presumed 1hr (40 mins), in addition to the projects and assignments. These designs make it difficult for teachers to “cover” the syllabus, knowing that the ratio noted above doesn’t exist in reality. Consider the scenario in most public schools where you have scanty teachers with overpopulated pupils and students. It would have been worse if not for the recent teacher recruitment exercise by the state government.
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This should be discussed, too, since teachers are supervised both internally and externally under such template. I think the curriculum and syllabus should be looked into.
6. For a pragmatic plan taking into consideration other allied issues, I think that extra classes can be banned in all nursery and primary schools. Parenting is a “cross,” and parent should know that there is a need for bonding with the children at certain critical stage of their lives. Nothing can be compromised here. If you work till 4 pm or 6 pm, make a provision on how to navigate the demands of such situations if your children are under such age bracket.
7. For the secondary school level, I would rather prefer a more strategic decision. The unofficial refutation of the purported ban quoted the excellent commissioner of education as referencing “John Dewey.” I was glad. John Dewey advocated for a pragmatic education, an education that works and empowers; and that is the foundation of American Education Philosophy today. Therefore, a strategic plan, in my view, should encourage extra mural activities in secondary schools. It will be aimed at empowering them and channeling their teenage energy into positive use. This, too, is also a ‘parental duty’. But the question borders on what activities actually?
8. The government and other stakeholders in education should invest heavily in science and tech (STEM), agricultural activities, musical academy, sports, theatre and arts, training in debate and public speaking, and other skill acquisitions as part of secondary school compulsory activities. This will be designed for the afternoon contact, may be 3pm – 4 or 4:30pm. Why wouldn’t schools have a basketball team and play organised tournaments, for instance? Why would computer programming and engineering not be part of the secondary school curriculum? Is it impossible to insist that every child graduates from secondary school with at least knowledge of a skill? Secondary schools should be arena for talent hunt and talent development. This is where the government, mission, and other stakeholders need to invest for the future. This (if done) and enforced in all secondary schools could be another ‘big win’ for education in Anambra, next to the return of schools to the missions in 2009/2010. However, I will propose a ‘disruptive change’ in the appointment of principals, especially in the rural areas as an accompanying factor. This will help in making the implementation of this proposal possible. Is it wrong to advertise the post of principal of schools in rural areas and offer competitive and willing opportunity to young and qualified men and women with about 10 years experience in the system? Let’s recall that great principals in the 70s and early 80s were in their youthful age of 30s and 40s. Do the calculation. The college of principals of secondary schools needs the “infusion” of some younger and digital minds among them.
9. May I, therefore, congratulate Christ the King College Onitsha for their recent global feat ( Champions of World Affairs Challenge, 2024). In the recent past, it has been Regina Pacis Onitsha ( Winner, World Technovation Challenge, 2018), St John’s Science and Tech Alor ( Bronze, International Festival of Engineering, Science & Tech, 2019), and QRC Onitsha ( University of Delaware Global Prize Award, 2021) who, with these various international victories, have made Anambra State and Nigeria, proud. Were these victories a product of extra mural activities or not? May be it is time too to ask Onitsha Archdiocesan Education Board ably led by Revd. Dr. Paschal Onwugbenu on how these feats were made possible by the schools under his watch. Or may be, the Arch bishop himself should be consulted.
10. Integral formation aimed at cubbing unemployment and increasing the opportunities of self employability should be the target. Everyone must not seek university education if we get it right.The emphasis on bonding with parents is key, especially during the pre primary and primary school levels; but not necessarily in the secondary school level. Let’s recall that at the inception of secondary school education in the 1920s until the Civil War (1967-1970), secondary schools were largely, if not all, boarding schools. They weren’t “day schools.” Thus, the age of secondary school (averagely, 11/12 years to 17/18 years) was originally the age of temporal and intermittent separation from parents, either for “igba boi” or for boarding school. I think too that the psyco social theories of child development favour the age as periods of identity development and growth in independence.
Yes, things have changed, and we now have secondary schools here and there, yet we must redesign and reorganize to equip the children for life during the secondary school days, whether they are boarders or day students. That, in my view, should be an ultimate challenge. Therefore, let the discussion continue, please.
– Theodore Ekwem
16/4/2024
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I want to be part of the discussion Extra Mural Classes in Anambra : CAN THE DISCUSSION CONTINUE?