Namibia
MINISTRY OF EDUCATION
Managing Change
Namibian Approach
INTRODUCTION
 Historical
legacy
 Education based on segregation and
racism
 Undemocratic
 Unrepresentative
 Inaccessible to majority
Transformation
(Change Became inevitable)
Four Major Goals
 =Access
 =Equity
 =Quality
 =Democracy
Why? Goals
 To
address apartheid legacy
 -To transform education system
 To open up schools -access
 Equitable distribution of educational
resources
 Quality education for all
 Stakeholder participation -Democracy
Initiatives for change

1. Namibia Vision 2030
 2. Education Training Sector Improvement
Program(ETSIP)


3. National Standards and performance
Indicators for Schools in Namibia(NSPI)
3. Clustering System
 4. The National Curriculum for Basic
Education
Namibia Vision 2030
Prosperity,Harmony, Peace & Political Stability
Namibia Vision 2030
 -Namibia’s
most significant statement
on National Development
 Long
term development framework for
the country to be prosperous and
industrialized nation, develop by her
human resources, enjoying peace,
harmony and political stability.
The Goal of Namibia
Vision 2030
 To
improve the quality of life of the
citizens to the level of their counterparts
in the developed world.
Objectives

1.Namibia to be fair gender responsive ,
caring and committed nation.
 2.Create effective and democratic political
system
 3.-Transform Namibia into an industrialized
country
 4.Ensure development of ‘natural capital”
and sustainable utilization.
 5. Transformation of Namibia into a
knowledge-based society.
ETSIP
ETSIP
 Is
a fifteen year strategic plan(20062020) developed in response to
demands of Vision 2030.
ETSIP- Main aim
 To
improve quality of education and for
it to be effective,relevant,responsive in
addition to creating equality in
educational opportunity.
ETSIP 9 Sub-Programs

1. Early Childhood Development and PrePrimary Education

2. General Education

3. Vocational Education and Training

4. Tertiary Education and Training

5. Adult Education and Lifelong Learning
ETSIP 9 Sub-programs
(Continues)
 6.
HIV/AIDS
 7.
ICTs in Education
 8.
Knowledge creation and innovation
 9.
-Capacity development
NSPI
 Tool
initiated by Ministry of Education to
monitor, evaluate and support by
bringing Namibian schools at the same
level.
NSPI: Seven key areas

1.
 2.
 3.
 4.
 5.
 6.
 7.
Provision of resources
Curriculum and attainment
The teaching and learning process
The school as a social unit
-Management and leadership of school
Links with parents and community
Links with other schools and region.
Clustering system in Namibia

Grouping of schools that are
geographically close and accessible to
each other.
 Headed
by a cluster-centre principal.
Role of clustering

Improving the quality of teaching and learning
 Management applications –assistance
 Empowerment
 Improved efficiency
 Staff allocation to address norms
 Training
 Community involvement
 Planning & access to schooling
The National Curriculum for
Basic Education

Introduced in 2010-to be inline with ETSIP
Purpose of revision was an effort to make it
more relevant to the needs of Namibia & to
improve the quality of education.
 National Curriculum: Aims:
 Serves as official policy for teaching,learning
and assessment.
 Giving direction to planning, organizing &
implementing teaching and learning.
 Teaching & learning directed at developing
high order thinking skills.
How is change being
managed?
 1.
Training and support
 2.
Monitoring and evaluation
 3.
Decentralization
Training & Support

National Institute for Educational
Development (NIED)

Advisory Services

Regional Training Committees

International Partners (Volunteers)
Monitoring & Evaluation

Through National External School Evaluation
Program

School Self Evaluation (SSE)

Teacher Self Evaluation (TSE)
Decentralization

Extension of regions (From 7 to 13).
Each headed by Regional Directors.
New structures in Regions
Clustering
School boards (Governance)
Map of 13 Regions
Recent research on managing
change

Aipinge
 -Clustering

MungundaParticipative
Management


Johannes
- NSPI

Shekupakela-Nelulu
Learners involvement in
School Governance

Niitembu
-School Governance

Participative Management:
Findings.
Stakeholders involvement in decision
making.
 Participative leadership not to be
confine to decision-making only.
 Added advantage of enabling the
establishment of common goal,vision &
mission.

Mungunda: recommendations
 Collegial
process and strategies to be
sustain and effectively manage by way
of ongoing transformational leadership.
 Leadership and Management programs
direly needed in Namibia.
Clustering: Aipinge
Findings
 Leadership & Management approaches
employed have a significant effect on the
cluster’s functioning.
 CCPs provided professional and academic
support to teachers and principals.
 CCP coordinate and organize cluster
activities effectively.
 Leadership is distributed among cluster
members through sub-committees.
Aipinge Recommendations
 Formalize
school cluster system(SCS)national policy.
 Provision of resources,infrastructure
and other technical support
 Develop a tailor-made program for
cluster leadership and management in
the curriculum.
Shekupakela-Nelulu:
School Governance: Findings

A notion of school governance widely
accepted.
 Challenges with regard to practice.
 Absence of national documents that outlines
the roles and functions of Learners
Representative Council(LRS)
 Schools have little direction about the role of
LRCs-given little attention.
 LRCs not regarded as true role players.
Governance:
Recommendations
 National
policy be drafted that
legitimates the role of students in school
governance.
 Policy to provide direction.
 Training programs for LRCs
 Further research
Niitembu:GovernanceFindings
 Lack
of understanding of policy and
responsibility.
 Low level of basic qualification.
 Positive involvement.
 Teamwork.
Niitembu: Recommendations
Training of SB – preferably in local
languages.
 More
 Improvement
in literacy level of parental
representation on SB.
Johannes: NSPI=Findings

Good progress in the implementation of
NSPIs in few schools.
 SSEs,TSEs,SDPs & target settings
conducted almost always supply unreliable
information.
 Need for continues training of principals
,teachers and parents with regard to
implementation of NSPI.
 Lack of monitoring.
NSPI (recommendations)

Principals to be provided with support to
equip them with necessary skills to effectively
implement change.
 Intensive training for all
principals,HODs,teachers & school Board
members.
 Embarking on vigorous awareness campaign
directed to school leaders to explain the
benefits of an honest School Self Evaluation.
 Lack of leadership and management skills on
part of school leaders to be addressed for
provision of quality education.
Conclusion

Namibia has embarked on number of
initiatives.
 There is a general level of acceptance for
those initiatives that were introduced which is
visible through stakeholders cooperation.
 But in the same, there are challenges in
terms of policy implementation and budgetary
allocation.
 Yes, we are quite positive and please with the
way that change has been managed.
Thank You