Victoria Immanuel
Rudolf Gaiseb
Rural schools have broken barriers to be among the top 10 best-performing schools in the country.
The schools topped the Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) and the Namibia Senior Secondary Certificate Ordinary (NSSCO) examinations.
Pundits say this achievement highlights the power of dedication, innovation and support in transforming education, even in the remotest areas.
Some of the top schools in the NSSCO and NSSCAS exams include Rukonga Vision, Onawa, Juuso Shikongo, Negumbo Secondary, Ekulo Secondary, Okatana Senior Secondary, Sakaria Shikudule, Oshigambo High School and Canisianum Roman Catholic School and Oshikunde Combined Schools, are in rural areas.
Unlike in the past when urban schools were viewed as offering the best environment for excellence, the crème de la crème of schools is now found in rural areas where teachers and pupils, despite encountering harsh conditions and limited resources, still rise to the top.
In fact, Sakaria Shikudule and Oshikunde Combined Schools in the Ohangwena region, as well as Okatana Senior Secondary in the Oshana region, have set a new standard for rural schools, challenging the traditional notion that non-hostel, rural schools are academic under-performers.
The principals of these schools have gone beyond administrative duties, becoming mentors, motivators and role models for their pupils.
Okatana Senior Secondary School principal Marcus Hango attributes the school’s success to strong engagement and commitment.
“The teachers, parents and I collaborated to improve the school and provide pupils with essential learning resources. The parents are deeply involved in the school’s progress. Everyone volunteered to play a role,” he beamed.
This collective effort created a supportive learning environment where pupils could thrive, Hango said.
He added that they had focused on building a culture of accountability and discipline.
“I introduced a progress tracking system, where each learner’s performance was closely monitored, and personalised support was provided. Our school held motivational talks, emphasising goal-setting and hard work.
Every pupil knows they are responsible for their success, but they also know that we are there to support them every step of the way,” he observed.
Okatana, which was established in 1932, ranked third in the 2024 NSSCAS examination results, moving up from 50th position.
Similarly, Sakaria Shikudule Combined School made significant progress, moving from position 45 to 10 in the NSSCO exam rankings.
Despite wearing many hats, principal Taarah Shalyefu, who is also the mayor of Ongwediva and an Anglican church pastor, introduced mentorship programmes where teachers regularly engaged pupils in smaller groups, addressing both academic and personal challenges.
“This initiative-built trust and created a positive school atmosphere, where learners felt supported and driven to succeed,” he noted.
He said it is not easy, but if a school is committed and its leadership is strong, success is certain.
“I can be wherever and I will manage my work, and still find everything done properly and in place as it is supposed to be,” he added.
Oshikunde Combined School principal Hoster Simasiku said they championed peer-to-peer learning and parent-driven solutions to bridge educational gaps, ensuring their school kept pace with evolving academic standards.
The three principals said they do not only admit the best pupils, but also accept any child who applies on time.
As the nation celebrates their success, these principals said they remain committed to raising the bar.
Their journey proves that with determination, innovation and unity, rural schools can compete with and even surpass the best in the country.
Nanso
Adding their voice to the debate was the Namibia National Students Organisation (Nanso), which urged the government to improve education infrastructure at schools to alleviate poor performances.
Nanso president Dorthea Nangolo called for increased funding in the construction and maintenance of school facilities, particularly in underfunded and underserved areas.
“The shortage of up-to-date textbooks, digital learning tools and other critical resources further exacerbates the challenge, leaving both pupils and teachers at a disadvantage. As such, we urge all stakeholders, including the government, private sector and local communities, to contribute to the provision of school infrastructure,” she said at a news conference last week.
The country has almost 2 000 schools, and many continue to operate in dilapidated buildings which lack essential facilities such as clean water, electricity and proper sanitation, creating an environment that is not conducive to effective learning.
“We believe this extended academic period will create a more balanced approach to learning, better equip the pupils for their final examinations, and advance educational equity.
The organisation will continue to hold the government accountable for the implementation of critical education reforms”, she stated.
“We will not tolerate any compromise to ensuring that every Namibian child has access to quality education. The status quo is not acceptable; we demand the best, and we will not rest until we see concrete results,” Nangolo continued.
Besides insufficient learning materials and overcrowded classrooms, insufficient teacher training significantly prevented the achievement of better grades.
“Many teachers are undertrained and inadequately equipped to teach the revised curriculum, particularly in subjects requiring specialised knowledge. Despite their dedication, teachers often find themselves without the necessary skills and resources to address the diverse needs of pupils, leading to gaps in instruction and reduced academic outcomes,” the student leader lamented.
She believes the continuous capacitation of teachers will not only improve teaching standards, but also ensure that educators are fully-equipped to meet the evolving educational needs of learners.
Neglected boy child
Furthermore, the gender disparity in results, particularly the underperformance of the boy child, gives Nangolo headaches.
Time and again, the boy child is found wanting and lagging on the education front, from primary to tertiary level, statistics have shown.
To address this, she proposed specialised counselling services, academic support programmes, and targeted engagement initiatives aimed at increasing male pupil retention and achievement.
“Additionally, establishing male learner support groups can offer peer-driven motivation, helping to ensure that boys are not left behind in the educational system,” Nangolo said.
Nanso also wishes to see the formation of a standardised code of conduct developed through consultation with educators, parents and pupils.
Such a code should go beyond punitive measures to promote personal responsibility and academic integrity.
TVET
Nanso further urged stakeholders to revitalise Technical and Vocational Education and Training to meet the demands of the modern workforce.
The student organisation likewise welcomed the reintroduction of a third term in the academic calendar.
Last year, the labour ministry attributed the high levels of youth unemployment in the country, at an estimated 46.1%, to a mismatch between a lack of skills and qualifications among demographic groups and market demands.
“These include advocating improved training for technical subject teachers, with regular industry attachments to keep skills aligned with technological advancements. We also propose formal partnerships with industry leaders to provide practical training opportunities, contribute to curriculum development, and help define relevant assessment criteria”, they said.