Why Two Shifts Can Work
A SHIFT system in primary schools can lessen the problem of large classes and inadequate resources.
A SHIFT system in primary schools can lessen the problem of large classes and inadequate resources.
Staying in school longer may not mean that pupils are engaged in learning all the time. More often pupils are cooped up in their classes from morning to evening without much quality time with teachers.
In Tanzania schools operate a two or three shift system. Where they have three shifts, the first shift starts at 8:00am and ends 10:30am, the second at 10:30 to 12:30pm and the third shift from 12:30pm to 3:30pm. In Kenya, they have just introduced the shift system.
In Karachi, the Pakistan government schools operate a shift system to cope with the overwhelming numbers of pupils and a severe shortage of school buildings. There are two sets of staff, one for the morning and another for the afternoon shift.
In UK many schools operate a shift system successfully, often with the same staff. This shows that a shift system is possible and can be implemented effectively.
Demerits of the system:
The shift system may not be of equal duration. Children in shifts have less time in learning.
l The afternoon pupils may not be able to concentrate as well as the morning pupils.
l Co-curricular activities may suffer.
l Teachers are on pressure to cater for different classes.
l Some teachers would be left redundant.
l There may be lack of ownership of classrooms. Teachers may not feel comfortable leaving their instructional materials in class if another class is coming in.
l The syllabus may not be finished in time.
Merits of the system
l Less overcrowding in classes. Thus teachers reach out to each learner and address his/her need.
l Pupils have enough space to enable them write well, have independence in movement and meaningful interactions with each other. Different methodologies could be easily used in spacious classrooms.
l Learning areas are easily accessed allowing adequate use of materials in those areas. Scarce resources are maximally used.
l Pupils can easily learn to be independent learners and researchers. The recess time provides them opportunities to think, explore, experiment and collaborate with their peers.
The demerits above highlight real problems facing the shift system and they need to be considered seriously. But is it not better to teach say 60 pupils in the morning and 60 in the afternoon than teach all 120 at the same time?
Children get used to either working in the mornings or afternoons. Basically it is a matter of training and habit. Teachers too can adjust to teaching both sets or working only in the afternoons.
The writer is a Project Officer with the Aga Khan Foundation Enhance Universal Primary Education, Kampala (EUPEK).
Staying in school longer may not mean that pupils are engaged in learning all the time. More often pupils are cooped up in their classes from morning to evening without much quality time with teachers.
In Tanzania schools operate a two or three shift system. Where they have three shifts, the first shift starts at 8:00am and ends 10:30am, the second at 10:30 to 12:30pm and the third shift from 12:30pm to 3:30pm. In Kenya, they have just introduced the shift system.
In Karachi, the Pakistan government schools operate a shift system to cope with the overwhelming numbers of pupils and a severe shortage of school buildings. There are two sets of staff, one for the morning and another for the afternoon shift.
In UK many schools operate a shift system successfully, often with the same staff. This shows that a shift system is possible and can be implemented effectively.
Demerits of the system:
The shift system may not be of equal duration. Children in shifts have less time in learning.
l The afternoon pupils may not be able to concentrate as well as the morning pupils.
l Co-curricular activities may suffer.
l Teachers are on pressure to cater for different classes.
l Some teachers would be left redundant.
l There may be lack of ownership of classrooms. Teachers may not feel comfortable leaving their instructional materials in class if another class is coming in.
l The syllabus may not be finished in time.
Merits of the system
l Less overcrowding in classes. Thus teachers reach out to each learner and address his/her need.
l Pupils have enough space to enable them write well, have independence in movement and meaningful interactions with each other. Different methodologies could be easily used in spacious classrooms.
l Learning areas are easily accessed allowing adequate use of materials in those areas. Scarce resources are maximally used.
l Pupils can easily learn to be independent learners and researchers. The recess time provides them opportunities to think, explore, experiment and collaborate with their peers.
The demerits above highlight real problems facing the shift system and they need to be considered seriously. But is it not better to teach say 60 pupils in the morning and 60 in the afternoon than teach all 120 at the same time?
Children get used to either working in the mornings or afternoons. Basically it is a matter of training and habit. Teachers too can adjust to teaching both sets or working only in the afternoons.
The writer is a Project Officer with the Aga Khan Foundation Enhance Universal Primary Education, Kampala (EUPEK).