How effective is double shift teaching?

Feb 04, 2007

THE new school year has started with the implementation of the Universal Secondary Education (USE) programme. And with it the groundwork for, a double shift teaching method, a system intended to improve access and minimise unit cost in schools which enrol a high number of students.

By Stephen Ssenkaaba

THE new school year has started with the implementation of the Universal Secondary Education (USE) programme. And with it the groundwork for, a double shift teaching method, a system intended to improve access and minimise unit cost in schools which enrol a high number of students.

Yusuf Nsubuga, the commissioner for secondary education, says the double shift system is being considered as an option in schools where Senior One enrollment will exceed 60 students per stream.

How the system works
Under the double shift system, students attend classes from 8:00am to 1:00pm and from 2:00pm to 6:00pm.

In each shift, students cover the same subjects, do the same assignments, use the same facilities and are usually taught by the same teachers. In a few instances, different shifts are taught by different teachers. This arrangement is technically referred to as “end-on”.

Why the double shift now?
With the introduction of USE, the education ministry anticipates enrolment in Senior One to soar, perhaps beyond the 60 students per stream ceiling it planned for.

“Double shift teaching will serve to accommodate the excess students,” says Nsumba Lyazi, the assistant commissioner for comprehensive education.

“In March, we shall begin a headcount exercise in schools. Where we find enrollment to exceed the required numbers, double shifts will be implemented,” Nsubuga said.

Double shift system in the past
Double shift teaching in secondary schools started in the 1970s at the time when most urban day schools were run by Asians. It was introduced to enable the largely Asian student population to get enough time to attend school and help out with home chores and family businesses.
The system started in schools like Old Kampala SS, Kololo SS, City High school, Kololo High School and Jinja SS.

It was also tested in a few primary schools. In both cases, the system achieved little success.

In the 1980s, the system was undermined by student indiscipline, poor teaching standards and eventual decline in academic performance. In 1993, the Ministry of Education abolished the double shift teaching system as a measure to restore order and improve performance.

Will it work now?
If approved, the Ministry of Education estimates that 21 secondary schools will implement the system this year. It will apply mostly in urban schools where enrolment is expected to be large. Initially, the system will apply only in SI, but will spread to other classes later.

Apart from the sh7m threshold capitation grant to cover fixed operation costs for USE schools and the ongoing recruitment of about 2,000 teachers, no arrangements have been made to prepare for double shift teaching.

“We are still working under the assumption that enrolment will increase in some schools. Until we prove this, we would not want to commit ourselves,” says Lyazi.

“The double shift system makes it possible for a single set of buildings, facilities, books and teachers to serve many pupils and thus meet increased demand for schooling,” says Raphael Bwire, the headteacher of Old Kampala SS.

He, however, notes that due to the limited class hours, the system reduces the opportunity for students to learn and consult their teachers.

Fagil Mandy, an education consultant, affirms that the double shift ensures equal distribution of facilities among students. “There will be improved teacher- pupil contact and more space,” he said. Mandy, however, notes that if not well planned, the system could easily hamper the provision of co-curricular activities, thus negatively affecting the integrated personality development of the pupils.

He also notes a challenge of handling afternoon classes, which are usually held when both teachers and students are tired.

Mandy says it will be difficult to teach science subjects such as mathematics, chemistry and physics in the afternoon. “Such subjects are best learnt in the morning when students are still fresh. It will take some time before students can get used to studying such subjects in the afternoon,” he said.

“Grasping such heavy subjects in the afternoon will be a tall order for many students. This might affect the performance of afternoon students,” said Stephen Katugga, the headteacher Bright High School in Busega.

Noah Ssemugooma, the headteacher of Uplands High School in Mutundwe, says the double shift system places enormous pressure on the school administration.
“It is like running two schools — monitoring of students and school programmes becomes difficult. This has significant implications on the quality of education,” he says.

Ssemugooma, who was the headteacher of Lubiri S.S during the double shift days, says the system was bogged down, leading to indiscipline among students.

Katugga agrees. “Students have a lot of time to loiter about and engage in anti-social behaviour before and after classes. Late coming and dodging of classes are also more likely to increase under this system,” he says.

Parents and students are also skeptical about the system.

“It is critical. Students in the afternoon shift may not leave school until 6:00pm. How, as a parent can I be sure of the safety of my child in such circumstances? asked Melesi Nalukwa, a parent.

“It will be difficult for us to monitor our children. There are no guarantees that they will not stray after their classes, this system is not safe at all,” says another parent.

Some students think that the double shift system may rob them of enough time to study.

“You cannot concentrate when you have just a few hours at school. We may not pass well, I’m afraid,” said James Kaki who will soon join Senior One.

While he acknowledges all its shortfalls, Aggrey Kibenge, the ministry of education spokesman, says it is important for all stakeholders to work with the Government to realise the success of the programme.

“All these problems can be handled as long as the parents, teachers and the students cooperate with us,” he says.

Double shift system in the international context

Comparative studies reveal that the system has been used in many countries. One study notes that in 2003/2004, more than 77.5% of the schools in the Middle East under the United Nations Relief and Works Agency were operating on double-shift basis.

The study, Double- Shift Secondary School: Possibilities and Issues, shows that the system has been applied in African countries such as Zimbabwe, Zambia, Senegal, Burkina Faso and Madagascar. In all these countries, it has suffered drawbacks. The study observes that while double shift aims at improving access and minimising costs, these targets are often achieved at the expense of quality.

The double shift system may be on its way back, but it stands threatened by the same impediments that made it fail in the past.

It will take consultation and groundwork to ensure its effective implementation.

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