Principals of former national schools, now classified as Cluster 1 senior schools, are under scrutiny for enrolling students far beyond their intended capacity, sparking fears over both safety and the quality of education.
Reports indicate that some schools admitted more Grade 10 learners than permitted by the Ministry of Education, even as Cluster 4 day schools remain under-enrolled.
Last month, a surge of parents rushed to secure spots for their children in Cluster 1 and Cluster 2 (extra-county) schools after the Ministry enabled principals to directly register learners through the National Education Management Information System (Nemis).
These institutions are popular for their facilities and strong academic track record, but overcrowding now threatens the standard of learning, with some schools reportedly hosting over 15 streams in a single Grade 10 cohort.
The issue was raised in Parliament when the Departmental Committee on Education reviewed the State Department for Basic Education’s budget proposals.
Members expressed alarm over the transition to senior school under the competency-based education system, citing instances where some top-tier schools enrolled over 800 students in one year, and classrooms meant for 45 learners held more than 100.
“What kind of quality of education are we preparing for these learners? When classrooms are overcrowded, dormitories are overstretched and teachers are forced to handle far more students than recommended, we must ask ourselves whether we are protecting academic standards or slowly eroding them. Without matching enrolment with adequate resources, infrastructure and staffing, the quality of education will inevitably suffer,” said Eve Obara, MP for Kabondo Kasipul and vice-chair of the committee.
Lawmakers also highlighted the pressure on boarding schools’ dormitories and sanitation facilities, originally designed for smaller student populations, raising concerns about safety and health risks.
In contrast, some Cluster 4 day schools reportedly have only 10 to 20 students despite having sufficient classrooms and teachers deployed by the Teachers Service Commission (TSC).
“You cannot justify a situation where one school has one thousand learners crammed into classrooms while another has just 10, yet both are allocated teachers on the payroll. That imbalance defeats equity, strains quality in overcrowded schools, and undermines the prudent use of public resources,” said Julius Melly, the committee chair.
Members also questioned whether financial incentives are encouraging principals to admit more learners than allowed, to gain additional capitation funding.
“Are we encouraging principals to admit beyond their schools’ capacity simply to chase capitation funds? That is a dangerous incentive. We must enforce strict oversight to ensure public resources are not abused at the expense of quality and safety in our schools because this is a health hazard,” said Dick Maungu, MP for Luanda Constituency.
The committee warned that the current trend risks creating a two-tier system: overcrowded elite schools on one side and struggling under-enrolled day schools on the other, leading to uneven utilization of public funds. Responding, Basic Education Principal Secretary Prof Julius Bitok said that 1.1 million learners had been placed in senior schools, leaving about 400,000 spaces unfilled out of a national capacity of 1.5 million.
He acknowledged that former national schools attracted high demand, with two institutions receiving over 50,000 applications each.
“All learners have transitioned. Former national schools continue to attract overwhelming demand. We have institutions that received more than 50,000 applications each, which clearly shows the immense pressure and expectations placed on these schools,” Prof Bitok said.
PS Bitok added that 51 per cent of students were enrolled in the STEM pathway, 38 per cent in social sciences, and 11 per cent in arts and sports science. He said that placements were initially based on declared capacities, but principals were later allowed to make adjustments following complaints about their lack of involvement.
“We allowed principals to work with us in the transition process after the initial placements, but always within the framework of declared capacities and available space. However, we have observed instances where schools admitted more learners than required. That is why we plan to meet members for a retreat to address these challenges and find solutions,” he said.
