PARENTS BLAME DAGGA FOR SITSATSAWENI’S 109 FAILS

SITEKI – What caused pupils to underperform during the examination at Sitsatsaweni Primary School where 109 failures were recorded?

In a disheartening revelation that has shaken the small community of Sitsatsaweni, primary school pupils here have recorded alarming underperformance in the 2024 Eswatini Primary Certificate (EPC) examinations. The local Sitsatsaweni Primary School, nestled in the remote Lubombo Region near Siteki, has emerged as a focal point of concern, tallying an astonishing 109 failures out of 164 candidates—a staggering failure rate that has left many residents and parents reeling. The recently-released results, unveiled on Monday, showed that only 22 pupils managed to secure Second Class passes, while 33 achieved Third Class.

Notably absent from the results were any merit or First Class passes, leading the community to voice its frustration and disappointment. Many have been quick to blame the school and the Ministry of Education and Training for this dismal performance, yet some parents have expressed that the outcome was, in fact, somewhat anticipated. “Given that this is the only primary school in the area and it is overcrowded, it was inevitable that we would see such results,” remarked one parent, who preferred to remain anonymous.

Adequate

This sentiment reflects a broader concern regarding the school’s lack of adequate teaching staff, a situation exacerbated by the high number of pupils enrolled. Further complicating matters is the prevailing economic reality in the region, particularly the prominence of dagga (cannabis) cultivation.  Parents have pointed to the community’s heavy reliance on dagga farming as a significant factor contributing to the pupils’ poor academic performance.

Echoing issues reported in the northern Hhohho region, children at Sitsatsaweni Primary School are reportedly abandoning their education to work in the lucrative dagga fields.
Local resident Jingo*, a father of one of the pupils, shares a troubling narrative. He claims that dagga growers exploit children, luring them with cash incentives to work in the fields. “They recruit children because they provide cheap labour and have the physical stamina to navigate the challenging terrain required for cultivating dagga,” he explained. The financial allure of earning up to E100 a day has proven irresistible, particularly in an area where poverty looms large.

However, the recent downturn in the dagga market due to legislative changes in South Africa—where the herb has been legalised—has seen wages drop, yet the pressure remains on families to allow their children to participate in this illegal trade. The harsh economic landscape forces parents to turn a blind eye to the risks associated with their children working in the fields, as the need to provide for basic necessities often outweighs concerns about education.

Jingo lamented the detrimental impact this has on schooling, particularly during critical planting and harvesting seasons, when attendance inevitably dwindles. The struggle for survival often compels parents to fabricate reasons for their children’s absences from school, shielding them from the harsh consequences of disciplinary actions. “Sometimes we have to lie about our children’s whereabouts just to keep them in school,” Jingo admitted, highlighting the moral dilemmas many families face.

Concerns

Adding to the complexity of the situation, some parents have voiced concerns regarding the promotion of pupils to Grade VII, despite their inadequate performance in Grade VI. Reports suggest that several pupils who had failed to meet the required standards were nonetheless advanced to the next grade, thus contributing to the alarming failure rate. Head teacher Dr Ncamsile Matsenjwa confirmed that over 90 pupils were promoted under a government policy that has shifted over the years. “In the past, those who failed Grade VI were not allowed to proceed to Grade VII, but changes have been made,” she stated.

When questioned about the underlying reasons for the high failure rates, Dr Matsenjwa cited a multitude of factors, including the disruptive impact of the COVID-19 pandemic, which she noted had severely hampered learning. The school also faces a critical shortage of teachers, with Dr Matsenjwa revealing that there was no Mathematics teacher for the Grade VII class, which comprised approximately 170 learners. Concerns have also been raised regarding teacher conduct and the impact it has on the learners. When asked about reports of intimidation among staff, Dr Matsenjwa acknowledged the issue, stating that some teachers resort to intimidation tactics to address grievances, complicating the school environment further.  Although she affirmed that reporting issues to the Swaziland National Association of Teachers (SNAT) is within their rights, she expressed frustration at how such actions have been used to undermine her authority during critical events.

Challenges

As Sitsatsaweni faces these multifaceted challenges, it has been observed that the need for systemic change becomes ever more apparent. Educationists suggest that the local community, teachers and policymakers must come together to address the root causes of this educational crisis, ensuring that the children of Sitsatsaweni have the opportunity to thrive academically rather than being ensnared in a cycle of poverty and underachievement.

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