Monday, March 8, 2021

Venson demands report on ‘devilish acts’ at Maun school

The Minister of Education and Skills Development, Pelonomi Venson-Moitoi, has expressed disappointment that to date there is no report compiled on the mysterious incidents that occurred at Maun Senior Secondary School last year. They include the burning of classrooms, dog flesh and the head of a python.

Addressing the school management and teachers, the Minister went on to express disappointment that so far, the eight burnt classrooms at the school had not been re-built.

She suggested that the principal, Mange Mafoko, should make thorough enquiry with the Police so that whoever was behind the fires should be made to pay for the damages.

Most of all, the minister said the devilish acts which were performed at the school the previous year were appalling.

“We don’t want to see a repeat of such. I believe whoever was behind that might have found it funny or in a way felt encouraged doing so. I do not want to see school going children being exposed to such things anymore, whether in this school or elsewhere,” she said.

“Nevertheless I had hoped by now I will be in possession of a detailed report explaining those actions and the end result, but nothing of that sort has happened.”

Board chairperson, Olga Seretse, said they were not in a position to deliver the report as the police are said to be still working on the matter. However she said students have received counseling and that both teaching and non-teaching staff were taken for a retreat last year to enliven their minds, as they were equally traumatized by the satanic acts.

For their part, Maun Senior Secondary School students, through their Head boy Brian Monnaangaka, requested that they be given the same privileged treatment enjoyed by their colleagues in pure science classes.

Monnaangaka said teachers at the school have resorted to shifting their attention to pure science students only, as compared to those doing double and single sciences, something which he believes has immensely contributed to the large number of failures as they feel isolated from the rest.

He said this group of students has always been provided with the necessary text books and teaching aids, and has never encountered any interruptions while their peers with learning difficulties have always been made to scramble to get the same.

“This has proven to be quite a hindrance amongst us, because to date we have not been given valid reasons as to why this is happening. We have observed it even with the past form fives, and now we are afraid it might grow to be a habit here.

“It is also worth noting that ours (form 5s) is a very disadvantaged group which has gone through so many trials and tribulations which befell this school. In fact it all started in form one when a new more complicated syllabus was introduced. We were also affected by the go-slow attitude on the part of some of our teachers, and so we plead that our teachers bear with us, and where possible give a helping hand. That’s all we ask,” he said.

In response, Venson-Moitoi said it was unfortunate that students were deliberately detached from their peers.

“These are some of the things we least expect, particularly from an underperforming school like this one. You are neighbors with better performing schools and so you need to support these students and engage in bench-marking exercise. There seems to be too much laxity here, and so I still challenge the principal to follow this up, because what is happening now is quite intolerable,” she stated.

RELATED STORIES

Read this week's paper