 |
|
| Author |
Topic  |
|
jambo

3300 Posts |
Posted - 11 Dec 2007 : 09:34:45
|
| concort, a good two cents worth. |
 |
|
|
ylowe

USA
217 Posts |
Posted - 11 Dec 2007 : 10:17:55
|
Concort, when i was in high school a friend of mine left school and went to Germany and six months later he came back and was driving a mercedes benz. i wanted to go too but thank God i did not cause the temptations where there to go and sell drugs. When students start seeing their teachers driving private vehicles and living in nice houses just like the Government officials, accountants and bankers maybe the students will be thinking otherwise.
Momodou is also right the class size needs to be reduce but this i believe should be done in the long run meanwhile focus on attracting good teachers.Is the problem with class sizes something to do with increase enrollment or less teachers? Brother Madiba did a good explanation to why there is less teachers in the Gambia today including the incentive factor.Increase in enrollment in alot of asia countries came with economic growth but not in Africa. We need to start looking at quality and not quantity. Concort, another cent making it 3 cents.
|
 |
|
|
concort

365 Posts |
Posted - 11 Dec 2007 : 13:15:43
|
Ylowe, I never disagreed with Momodou's assertion. My point pertaining this subject matter was there should be efforts from the entire student body. If the size of the classes are reduced (Momodou's recommendation), incentives given to the teachers, yet the students are skipping classes and dreaming about a life in Europe, the system would eventually fail.
Ylowe, I could not agree with you more when you stated that "We need to start looking at quality and not quantity". We should not accept anything less than par when it comes to our education system. Striving for academic excellence should be our goal. |
As Salamu Alaikum Waramatullah Wabarakatu |
 |
|
|
eire
Zimbabwe
28 Posts |
Posted - 12 Dec 2007 : 09:27:27
|
| While agreeing with the comments that more incentives should be given to teachers to teach and class sizes reduced, more is required on the part of government, teachers, parents and students if the standard of education in The Gambia is to improve. There has been a great expansion of the education system under the present government. But the government must do more by way of increasing salaries of teachers, providing more refresher courses for teachers and ensuring that all teachers are qualified. Teachers must see teaching as a vocation to which they are committed to, and not a stepping stone to a government job. Parents must take a more active role in the education of their children and ensure that their children are sent to school and have the proper facilities to learn. Students must be disciplined in school and willing to avail of the opportunity afforded them to learn. The co-operation of these four stake holders will ensure an increase in standards in schools. |
 |
|
|
eire
Zimbabwe
28 Posts |
Posted - 23 Dec 2007 : 12:34:20
|
| I have noticed the rise on the number of Private Schools in Gambia! Why is this? Is it that the standards in the traditional Secondary Schools have fallen? This has left a vacuum for the Private Sector and the Business world to capitalize on. The fees being charged by these Private Schools are out of the range of the ordinary Gambian family. These schools are being run on a commercial basis.... Yet the results from these Private School are still below par like all the other schools. Money is not buying success it would seem. But they are creating a two tier system in the country, the rich and the poor. The standards all round have fallen dramatically from the 80' and 90's while allowing for the fact that there are far more Secondary schools under the present Government........ What do others think?? |
 |
|
|
jambo

3300 Posts |
Posted - 31 Dec 2007 : 10:21:02
|
| eire, you are right money is not buying success, but gambians are being presureid to "Keep up with the jones" and pay for private school |
 |
|
Topic  |
|
|
|
| Bantaba in Cyberspace |
© 2005-2024 Nijii |
 |
|
|