Government, through the Ministry of Basic Education, Arts and Culture, has injected more than N$10 billion into capital projects in the education sector over the last 10 years. 

The funds, which total N$10 107 312 000, were used to build schools, refurbish dilapidated structures, and other infrastructure projects.

Several other projects are expected to be rolled out this year, adding to this figure. 

This includes the construction of hostel facilities at Schuckmansburg Combined School in the Zambezi region, which is estimated to cost the government more than N$100 million.

The renovation and upgrading of Oshikunde Combined School is underway in the Ohangwena region,  and is expected to cost the ministry N$68 million. A similar amount will be used in upgrading Tubusis Primary School in the Erongo region.

A new primary school at the Mix settlement in the Khomas region, expected to cost N$56 647 200, is likewise on the cards.

Education executive director Sanet Steenkamp said the lack of discipline by pupils continues to cost the ministry as they often vandalise school infrastructure, or fail to maintain the infrastructure in a good state.

The ministry decentralises a budget of up to N$65 million to regional offices for minor day-to-day maintenance, such as emptying septic tanks and implementing minor repairs like leaking taps and blocked sewer pipes.

Steenkamp stated that the larger maintenance budget of N$100 million is administered from the head office for major repairs caused by unforeseen disasters caused by wind, fire or rain, and other unexpected expenses.

“The ministry faces challenges to keep up with the required maintenance of the facilities due to limited financial resources. The state of the facility is influenced by natural disasters, cost of repairs, renovation of schools and vandalism, theft and others,” she highlighted.

Numbers’ game

Based on the 2024 education management information system (EMIS), there are some 2 036 registered schools countrywide. The ministry has outlined that 1 740 of these schools are public, with 296 of them private institutions.

Ohangwena has the most public schools in the country, tallying 263, up from the 148 the region had in 1992. The region has 27 private schools as of 2024, up from one they had in 1992.

The Khomas region has the largest number of private schools totalling 57, and 84 public schools. In 1992, the region had 16 private schools and 50 public schools.

As of 2024, Omaheke had the lowest number of public schools compared to other regions, with up to 37, and 15 private institutions. Omaheke had 21 public schools and six private schools in 1992.

Omusati and Oshana did not have private schools in 1992, but as of 2024, they have 25 and 27 institutions, respectively. 

In 1992, the country overall had 1 321 schools (public and private), but that figure has almost doubled to 2 036 in 2024.

Steenkamp stated that the education sector has not solely been the responsibility of the government, and that churches and other organisations have played a crucial role in contributing.

“Oshigambo High School in Oshikoto was built by the Evangelical Lutheran Church. Other schools include the St Isidor Primary, which was established in 1930. Additionally, Anamulenge Primary and Onampira Combined School were established pre-independence, while Oshiputu was built post-independence,” she continued.

The Roman Catholic Church founded three schools in Omusati, and donated them to the government.

Canisianum Roman Catholic High School, Blandina Neema Private Primary School, Fr Andreas Amrhein Academy, and St Gerhard Private School were established by the Christian community.

Taimi Amukwiyu founded Nikodemus P. Nashandi Combined School in the Oshikoto region in 1991, and donated it to the government. It became a State school three years later. In the same region, Queen Sophia of Spain founded and donated Huigub Primary School to government in 1999.

International aid

The Japanese embassy, under its various leadership, was instrumental in funding the construction of various schools around the country.

“They funded and constructed four classrooms at Ngweze Primary School, Kanono Combined School got five classrooms, Sibbinda had five classrooms, Liswani got four classrooms and Iseke had three classrooms. All of these schools are in the Zambezi region,” said Steenkamp.

Japan’s former ambassador to Namibia, Nishimaki Hisao, said his country is committed to assisting Namibia in education.

“Some of the key projects which have been cementing the relations between Japan and Namibia include the construction of physical infrastructure, mostly in the education sector,” he added.

The ambassador recently returned to Japan after his term came to an end in mid-January 2025.

Furthermore, China constructed the Chairman Mao Zedong Boarding High School in the 7de Laan informal settlement in Otjomuise, Windhoek. From its humble beginnings with approximately only 200 Grade 8 pupils initially, utilising the facilities of Jan Mohr Secondary School, Chairman Mao Zedong High School has transformed into a magnificent education institution. 

With three floors and beautifully-structured buildings, it now captivates all who see it. At the unveiling ceremony of Mao Zedong’s statue in Windhoek in July 2024, President Nangolo Mbumba said the school stands as a testament to the fruitful partnership between the two States.

“China also provided grants of around N$343 million for the construction of education facilities at four rural schools, two schools in Kavango West (Satotwa Combined School and Simanya Combined School), and two in the Zambezi region (Liselo Combined School and Masokotwani Combined School),” the President noted.

Namibia’s ambassador to China, George Elia Kaiyamo, has reiterated the importance of South-South cooperation, and the role China has played in Namibia’s development. This collaboration has led to significant achievements, including the construction of four rural schools in Namibia, he said.

Steenkamp said the ministry had managed to get rid of ‘ghost’ teachers, which had been a scourge for the ministry over a long time.

 “We can confirm that there are no more ghost teachers in our system. We and other ministries conduct annual employee verification and payroll audits to ensure there are no ghost employees in the system,” she stressed.

The country has 32 116 qualified teachers, while the number of unqualified teachers stands at 1 506 countrywide.