Critics claim the Namibian education system is not at all contributing towards nation building and has had a devastating effect on the socio-economic development of the country. They also claim that a pragmatic approach is needed to rectify the situation as a matter of urgency. In a one-on-one interview Frederick Philander spoke to the Minister of Education, Nangolo Mbumba, about the problems facing education in general and his ministry in particular.
Question: Is Namibia’s education in a crisis? If so, motivate. If not, elaborate.
No, our education is definitely not in a crisis. The reason for that is that our schools are still functioning normally – the primary and secondary schools are working and operating smoothly. At the same time, we are improving our vocational training and our tertiary institutions are still intact.
Also, we do not have a situation in which teachers are running away from schools, nor do we have labour strikes, unrest and/or students refusing to come to school. Actually, everybody is demanding a place in school. That to my mind cannot be characterized as a crisis.
However, we need to continuously improve our education system. Therefore, we are at present focusing on the training of school principals to run and manage their schools like proper businesses: the proper managing of teachers, learners as well as resources.
We are trying to motivate all our teachers in terms of the use of proper formulas, better mathematics teaching, and the introduction of technologies and computers. These are the things we are trying to do. The overall purpose is to improve the whole education system eventually.
How does the quality of Namibian education system weigh up and compare with other similar systems in the Southern African Region?
We must admit that as a country, we were among the last to gain our independence. We must also admit that our country has many language groups, that our urban centres are still small and that most of our people are still living in rural areas.
If we compare ourselves for instance with our nearest neighbour, Botswana, a country that has existed much longer than Namibia, they have resources and only have two main languages, English and Setswana. They seem to be stable with less language complications.
We are only now consolidating ours in terms of languages, communities and in terms of taking education to the rural areas that were historically surrounded by a situation of war. Furthermore, the distances are very long for better communication.
We have also moved the system from Afrikaans to English. That was a jump. Any jump is a time lap, but if we compare ourselves to countries such as South Africa with good and advanced tertiary institutions, they have good universities and other tertiary institutions. But they also have rural areas in which a situation exists not much better than our own regions. The only difference is that the South Africans have ‘higher up rural regions’ and also very low ones.
We have the very low and the middle.
There is apparently a formal agreement of closer cooperation between the Namibian and South African education authorities?
Yes, there is such a mutual agreement because we share the same history with South Africa. Historically, our education administrations have been linked and therefore our common education developments are still linked with each other. So, why couldn’t we ask the South Africans for help and assist?
As a matter of interest, the two education ministries will formally meet in early 2008 for broad education discussions as a first step.
Has English as medium of instruction in schools improved? If so, to what can it be ascribed?
English has definitely become more popular because many more Namibians are using it, thanks to the positive contributions radio and television are making. The business and public sectors are also making more use of English in communication with the public and in their meetings.
English is improving, one sees that everywhere. The young people in places such as Opuwo have become more used to and conversant in the English language. Because of the consistent use of the language, their pronunciation has improved and is much better than the middle generation.
English has become more acceptable and is more used, but Namibians definitely have to learn how to properly speak, write and read more advanced books and texts in English and make sense out of it. This, in my opinion, will help to further enhance the use of the English language.
What is the present situation with under- and unqualified teachers in Namibian schools?
It is our ultimate aim for all Namibian children to be taught by qualified teachers. One cannot take a sick child to an unqualified doctor. If one has legal problems one cannot give such cases to someone who is unqualified.
However, make no mistake, there are good unqualified and under-qualified teachers that have been working in the education system for long during which time they have gained a lot of teaching experience, despite the fact that they were historically prevented from obtaining proper qualifications.
But in real terms, I see no reasons for such teachers to be unable to improve their qualifications, which in turn will help improve our education system. To further help and assist them we have to provide proper facilities, proper classrooms, proper chairs, tables and computers.
However, it is important that we discuss and talk about the fact that some teachers do not have all the necessary qualifications to do their job professionally.
We might phase out unqualified teachers eventually, but there are people with good hearts and a good rapport with learners and their communities. They know how to handle them, even though they have basically learned by themselves. They have the experience and are the ones that will be allowed to continue teaching.
We will first stop employing unqualified teachers in January 2008. We have a lot of people annually graduating as teachers from local and foreign education institutions. Those are the people who need to be employed in our schools. Those who are still young enough need to find ways to get better qualifications – that is my advice.
Your ETSIP project. Is it still on track with regard to improvements within the education system?
It is on track and I am happy about that. However, we have some delays in negotiating the monies from the donors. But all the negotiations have been done.
We thank the Ministry of Finance for that, also the Office of the Prime Minister for facilitating the process as well as State House for indicating to countries that are willing to give us money that will be used strictly for the improvement of education.
Come next year, we will try to make sure that there is improvement in terms of facilities in the first place such as extra classrooms and more books per child. We will try to introduce method management of schools, try to indicate to teachers to look after their own health.
We cannot train them with all this money and allow them to destroy themselves through irresponsible social behaviour of drinking, and unplanned and unwanted sexual activities. In this we have strong support from the President and the Government to really improve the education system.
How many learners are there at present in schools and how many teachers are there?
We have about 20 000 teachers in the government service. The total number of learners, excluding tertiary education students, are 550 000, one quarter of the population. The policy of access to schools for all children is working. We want children to have access to a classroom.
Do you see training principals in leadership as a possible solution to the many problems the education system struggles with?
It is good that leadership training is financed by the private sector such as Old Mutual to the tune of N$1,5 million and First National Bank at N$1,25 million, to bring principals from all regions together for leadership training. I welcome such support from the private sector.
Schools are presently writing examinations. What are your expectations with regard to the results of especially Grades 10 and 12, perpetually a problem as far as results are concerned?
As a parent and in the leadership of the Ministry of Education, I always hope that the results improve each year. There is an increase in the number of learners who are passing with very good marks. We have been hoping for that. We continue to see the trend of improvement and hope it will continue to improve in the years to come for students to do better.
Two years ago class accommodation was a major problem. Has it been properly addressed and permanently resolved? What are the indicators for next year?
This problem cannot be permanently resolved because there is an increase in the number of learners on a yearly basis. We will continue to monitor the situation. Last year we were lucky to have received the support and extra money from the President to do things.
This year, I am encouraging my management to be on standby at the beginning of the school year, while we are also in touch with our regional directors of education with regard to increased learner numbers and extra classrooms. We can do with extra money.
Are you aware of the fact that learners and students are allegedly involved in prostitution to pay for economic survival and to pay for their school fees?
I picked up this problem during some of our discussions in the National Assembly. As a former student, I shudder at the thought of what this kind of action can cause to the character and dignity of such persons.
I have seen overseas students washing dishes in hotels and restaurants, they sweep floors and do odd jobs to pay for study fees, never this,
Misusing their bodies? I just think that if this kind of thing is really happening, it is a pity.
We have to try as much as possible to find extra money for students at tertiary institutions where this problem apparently exists. We have to develop the economy in general because it is the result of a small economy, to provide more jobs to students to be able to cope. I hope this is not done for the sake of getting money for other things such as mobile phones and other luxuries – they will shorten their lives.
What are the highs and the lows of your ministry for this year and what are your expectations for 2008?
I think the learning process was a problem in the academic programmes. We have managers and directors advising us, not so good and not really acceptable for our academic programmes.
Furthermore we need more money for professional training. For universities we have enough money. It has limited me – to a level I do not like restricting myself to – to the capital and not able to visit schools in the regions.
The highs? We survived the year without any disruptions of school programmes.
My expectation is a better and improved atmosphere and relationship between my ministry and other ministries, and improved coordination between the head office of my ministry and regional offices.