With the consultations underway and gaining steam in the regions to gather input and backbone regulatory frameworks on the Teaching Profession Bill, it will be unjust and remiss for researchers, teachers, educators and key stakeholders alike to just swallow the proposed legislation hook, line and sinker, without understanding, decomposing the various components of the idea behind it and assessing its viability. 

Otherwise, we will all be caught like the proverbial deer in the headlights, with our pants down.

Definition

The Teaching Profession Bill is a proposed law that aims to regulate and professionalise the teaching profession by outlining teacher registration, qualifications and ethical conduct, with the aim of improving the quality of education in Namibia.

At first glance, the Bill has all the characteristics of a noble idea, as it aims, amongst many things, to establish a framework for professional and ethical conduct and enhance the continuous professional development of teachers.

The Bill also seeks to protect learners’ right to quality education by ensuring that teachers are qualified, accountable and supported.

The point of departure of the Bill is the establishment of the Teaching Professional Council of Namibia, an independent body that will regulate the profession in its entirety. Generally, the Bill also espouses restoring love and respect the teaching profession once commanded. 

Concerns

However, there are several concerns that surround this noble-appearing draft legislation.

It is an open secret that teachers are burdened by the expectations of all stakeholders of the education sector, who expect teachers to perform magic and invincible sciences in education.

In Namibia, teachers are the most victimised civil servants.

Everyone has something negative to say about us.

Therefore, the adoption of this Bill in its current form, with its emphasis on stricter disciplinary measures for teachers, is a whole new problem for teachers who are already skating on thin ice.

For instance, the Bill’s proposed requirements for teacher registration and accreditation might create barriers for some individuals who want to enter the teaching profession and provide a new set of problems for existing teachers, as they must take a step back to register as teachers despite having taught for years.

Reading the Bill’s draft, it overemphasises accountability and disciplinary measures, a move seen as trying to get results by cultivating a culture of fear among teachers, which will stifle teachers’ innovation in the classroom.

Furthermore, the Bill’s provisions they seem like they will impact teacher morale, particularly because they seem overly restrictive.

The biggest concern from a teacher’s point of view is that the proposed law does not address the challenges faced by teachers, as it pertains to the lack of resources and infrastructure.

How will teachers all over the country be held against the same standards if their working and living conditions are not the same?

How will a teacher at, for example, Otjimuhaka Primary School, who teaches in a tent in this scorching heat, without electricity and other necessities, be held against the same standards as that of a teacher at Eros Primary School with an air-conditioned classroom, among other luxurious amenities others can only dream of?

How will teachers uphold all standards of professional conduct while the majority go through the worst living and working conditions to educate?

Way forward

As shown by the concerns above, the introduction of the Bill is a noble idea, but we are holding the wrong end of the problem.

The right end of the problem, which we must deal with first, is ensuring that the playing ground is level for all teachers in terms of living and working conditions, and also before adopting the bill and expecting teachers to be accountable, let us address the real problems our teachers go through, which, as we might have observed, has led to suicide across the country this year.

When we do that, we provide an avenue for smooth acceptance of the bill from the teachers’ side. 

Late Happy Teachers’ Day, colleagues!

*Kaatutjiua Mbinge is a concerned parent and passionate teacher. He holds a master’s degree in education management and is a PhD candidate.