29/04/2026
STAKEHOLDER ENGAGEMENT ON LOW ACADEMIC PERFORMANCE IN BASIC SCHOOLS
The Municipal Education Directorate recently held a stakeholder engagement to address the declining academic performance among pupils in basic schools within the municipality. The meeting brought together headteachers, and their Assistants, School Management Committee (SMC) members, and traditional leaders, all united by a common goal by improving learning outcomes for our children.
The discussion provided a valuable platform for participants to openly share concerns, identify root causes, and propose practical solutions to the challenges affecting teaching and learning.
One of the major concerns highlighted was the gap in communication between schools and parents. Teachers indicated that many issues affecting pupils are not adequately communicated to the SMC, especially those requiring parental involvement. This lack of collaboration makes it difficult for stakeholders to respond effectively.
Participants also pointed to indiscipline and low motivation among pupils. In some cases, school rules are not strictly enforced, and pupils show limited commitment to their studies. The absence of a clear academic benchmark, such as a cut-off point for placement, was noted as a factor reducing pupils’ drive to excel.
Absenteeism was another critical issue discussed. Instances were shared where pupils deliberately missed school and even important examinations, including the Super Mock Examination organized by the Municipal Assembly.
The engagement further revealed that external influences, particularly the increasing involvement of young people in “Okada” (motorcycle transport business), are negatively impacting education. Some pupils are abandoning their studies in pursuit of quick income, which poses a serious threat to their future.
Concerns were also raised about teaching and learning practices. These included incomplete syllabus coverage, inconsistent supervision, and limited commitment in some cases. Additionally, pupils’ attitudes towards learning such as lack of seriousness during lessons and failure to complete assignments—were identified as contributing factors.
Members of the SMC emphasized that without a clear placement standard, many pupils do not feel the need to work hard, as they believe progression is guaranteed regardless of performance.
Traditional leaders, represented by the Council of Chiefs, pledged their support by committing to intensify community sensitization efforts. They stressed the importance of educating parents on their responsibilities and promoting discipline within homes and communities.
Teachers and headteachers also called for stronger parental support, improved discipline systems, and better monitoring of pupils’ academic progress. They further recommended targeted interventions to support struggling learners.
From the discussions, it became evident that:
There is a disconnect between schools and parents
Pupils are increasingly influenced by economic activities at the expense of education
The lack of academic pressure systems affects students’ seriousness
Issues of attendance and discipline remain widespread
Stronger collaboration among stakeholders is urgently needed
Recommendations
To address these challenges, stakeholders proposed the following:
Strengthen communication between schools, parents, and SMCs.
Enforce clear disciplinary measures in schools.
Reintroduce or advocate for academic benchmarks to motivate pupils.
Improve attendance monitoring systems and engage parents where necessary.
Intensify community education on the importance of schooling.
Address the negative impact of Okada involvement among pupils
Ensure effective supervision of teaching and learning.
Provide continuous professional development for teachers.
Source AWMED PRO
