Windhoek — TEACHERS' proficiency in English has been identified as the major contributing factor to poor school performance in the northern regions, especially Oshana.

A stakeholder conference on education in Oshakati last week proposed that higher qualifying standards for written and spoken English be introduced for students graduating from teachers' training colleges.

The conference found that teachers' poor English contributed to pupils' poor performance in English, mathematics and science.

The participants urged Unam to develop a comprehensive in-service English course for serving teachers and to increase the intake of language students.

Poor school leadership was also discussed and it was decided that there should be an ongoing leadership programme for school managers and school boards.

The managers should in particular strengthen the monitoring and evaluation of teachers.

Lack of parental involvement in school matters is another issue that came up and it was suggested that schools organise parents' days, establish parent-teacher associations and hold meaningful meetings to ensure continuous dialogue between schools, managers and parents.

Teachers were also criticised for the apparent lack of a reading culture in schools.

Conference participants resolved that libraries should be established at all schools and writing corners offered in every classroom.

They also urged that the Holiday Reading Adventure programme in schools should be strengthened.

Concern was also expressed about the lack of specialist teachers to identify pupils with special needs.

Many speakers at the conference hammered on inadequate resources at schools and called on the authorities to give the needed support.