Work
on Marika VSO-ing in Namibia (Namibia), 15/Feb/2010 18:41, 34 days ago
It hasn’t rained for a while now, making it very hot and cycling in the sand is getting harder. I fear what it’ll be like in the summer before the rains. Although to my relief, it is said to be an unusually hot and dry February, today for example it hit 38⁰C. On the contrary, last week I managed to feel cold going to work for the first time making me start the layering business, and then it can become pretty hot by 9 (We are on the 4th period by this point when in the UK we would still be on the 1st). They tell us in training in the UK, that locals struggle with the heat in the same way we might, but this doesn’t often seem to be the case, as I still see some colleagues with their long-sleeved clothing.Schools generally start before 7am and finish by 1pm, then the learners return for study sessions between 3-5pm. There seems to be issues of attendance of these with both learners and teachers, maybe due to lack of structure? The periods are 40-45mins long on average, and class sizes vary from 35-40, on average, yet tomorrow I will be sitting in a class with 53! I’m in my 4th week at work now, of which the 1st involved mainly orientation, the 2nd observations of the Maths teachers at Mavuluma, and the 3rd and 4th including observations at Ngweze (the most struggling of schools according to statistics) and Katima Combined School (a school with wealthier learners and which used to be for ‘whites’ only). The learners at Katima struck me as much more boisterous than those at the other schools with ‘less wealthy’ family backgrounds. How financial stability can make such a difference to the school atmosphere. Or maybe it also has something to do with the difference between schools that still use corporal punishment (illegally now) compared to those who don’t? I’ve been warned that this could be something I may witness during the year.Teachers have been mostly welcome, but also a few have been a bit weary of me too. The irony is, that it is the better teachers that I have observed that are the most engaged and welcoming. The professionalism here seems to be a big hindrance to development. For example, take Mavuluma, who have had a volunteer for three and a half years previous to me who left many resources, ideas and worked closely with the teachers in that time. Why has this not continued after she left? Why have they asked for me to replace her, when other schools have had no-one? I am tempted to say, that the results are not completely down to their teaching skills, but other bigger issues, such as motivation. It is normal to walk around to find that up to half the classes don’t have teachers in them. Many teachers just skip lessons on a regular basis. Some schools that had teachers come to workshops at the TRC (teacher resource centre) are only drawing up their timetables now, when the year started over a month ago. What they have been doing up until now? Some, I hear, just walk into a class if they see it empty, others will continue to teach the classes they want to teach, regardless of the timetable finally being drawn up, other non-promotional subject teachers are renowned for just not turning up to classes at all. And this is just the tip of the iceberg thatI think I’m seeing. Take Ngweze Secondary School, who had the worst results in the Katima circuit only last year and who everyone here was expecting me to be sent. Half the classes simply did not have a teacher until September (their academic year is Jan-Dec). If the learners have had to suffer these kinds of circumstances year after year, imagine what their knowledge is like. Is it really the teaching and the lack of resources the whole issue here? Don’t get me wrong, there is a lot of work to do with the teaching, (to put it into perspective for teachers, I’ve yet to see a starter ora plenary, for example), but at least VSO has recently put in volunteers working at the higher levels of intervention now too so all of us chipping in together, feels like there is more hope in nudging towards a more productive direction.Try attending a meeting here. On the whole, things that can be said in 15minutes or so can take up to an hour, involving very lengthy formalities, such as the singing of the National Anthem at any opportunity, prayers, and repeated thanks. I can be a pleasure initially, but the novelty is wearing off already.Nevertheless, I am finding my role so far really interesting, insightful and even enjoyable. It can be hard at times as I have followed on from Maths volunteers in the region that were privileged to be able to donate financially, contrary to VSO’s philosophy. I now have to challenge these expectations of me and emphasize longer-term goals and empowerment of teachers instead. I am enjoying not having a full timetable and being able to focus on my one Grade 10 class who I teach 4 days a week (5 periods) and seem nice on the whole and getting used to me. They are very quiet though, and need a lot of prompting to get them contributing in class. They don’t seem to be very used to it. I’m sure the frustrations will kick in sooner or later, but at the moment I’m really enjoying the change of pace from London (although I am aware I’m at the other extreme here which is bound to irritate soon). I am looking forward to getting out to the village schools. Only transport is holding me back at the moment.