The Minister of Education, Arts and Culture,
speaks to senior journalist Albertina Nakale about her plans to improve the country’s education sector …
NE: You come into the portfolio after it was again split from higher education. What is your vision for education and what would be your priorities?
KHH: The President of the Republic of Namibia (Dr Hage Geingob) as my appointing authority issued me with clear terms of reference, which to me are the key performance indicators that will be used as benchmarks in the overall performance of this ministry. These, among others, include driving a performance culture within the ministry through leading by example and applying a hands-on approach, focusing on timely interventions and fast implementation of policy decisions, as well as the continuous evaluation, monitoring and reporting on progress made in the ministry.
During my tenure I would ensure the review and provision of suitable accommodation for teachers, especially in rural areas, and free up the current backlog to the maintenance of existing education facilities.
Construction of schools and teacher accommodation are first on my priority list as no Namibian child must be taught under a tree or in a tent. Under my leadership no school will be constructed without teachers’ accommodation, proper sanitation, laboratories and school libraries.
The ministry will accelerate efforts to ensure that all schools have adequate teachers. This includes the creation and development of partnerships with key stakeholders nationally and globally.
The performance of Grade 10 and 12 learners is highly tainted. We need to put tangible strategies in place to turn this situation around. We need to collaborate with other ministries such as Higher Education, Training and Innovation to carry out research on matters that puzzle the system so that our actions are properly guided. We need to find solutions and urgently so. My deputy and I are sure there is enough data that can be analysed to provide us with indicators of where we are getting it wrong.
To ensure the apt delivery of maize blend to school the Namibia School Feeding Programme is crucial as it aims at increasing school attendance, reducing school dropouts and providing a nutritious meal to needy learners. This programme must be decentralized for proper administration. We are currently working on a policy to improve this programme with UNICEF and key stakeholders. Permanent workers or cooks must be employed for handling this programme. I urge the Ministry of Fisheries and Marine Resources to support us with fish products for this programme.
NE: But what would you say are the major challenges facing education, arts and culture and how do you plan to address these challenges?
KHH: Despite progress made, the ministry still has many gender gaps in relation to the high dropout and repetition rates of learners, negative cultural practices, limited participation of men in the national literacy programmes and inadequate support to teenage parents.
I am an advocate of decentralisation so that regions can implement programmes and policies speedily. Capital projects and the school feeding programmes should be decentralized with immediate effect. However, the regions should be able to take full responsibility and accountability for the programmes that will be decentralised. Construction of schools and teacher accommodation are first on my priority list as no Namibian child must be taught under a tree or in a tent. We must ensure a conducive learning environment is created for children. With every school built there should be an accommodation facility.
On inadequate communication at all levels – I wish to see effective and efficient communication by senior management, at headquarters and in the regions. Communication ought to be a two-way process: from supervisors to subordinates and back, as it is one of the key elements of timely delivery of tasks. To ensure this, I will be encouraging intensified coordination and constant interaction from headquarters’ management to regional management entities.
NE: Considering the fact that a number of primary and combined schools have a shortage of qualified teachers, how do you reconcile this with the fact there are some qualified teachers roaming the streets without jobs?
KHH: There is still a demand for qualified teachers, hence qualified teachers have been recruited as they are given priority. However, most qualified teachers also have personal preferences that the ministry has no control over in influencing their decisions.
But overall, as earlier indicated, I would ensure the review and provision of suitable accommodation for teachers, especially in rural areas. This way the ministry would attract qualified teachers to all corners of the country. Incentives for rural teachers are to be improved and I believe through that effort we can retain and attract qualified teachers to rural schools.
Teachers’ accommodation has been identified as one of the reasons why some teachers or education graduates opt not to take up employment in rural schools. The primary aim is to provide suitable working conditions for teachers in all regions and at all schools.
NE: How is the ministry going to address the issues of unqualified teachers?
KHH: The ministry, through the University of Namibia, this year introduced a teaching diploma course at the Unam Keetmanshoop campus. The ministry is also underway with plans to re-introduce in-service training for under-qualified and unqualified teachers. Complementarily, the ministry will in future introduce pre-service training, which is an upgrade course for unqualified teachers. Meanwhile, the ministry also strongly encourages continuous professional development. The ministry will recall retired teachers and able teachers to assist in various ways. Expatriate teachers will be another solution.
NE: What, in your opinion, is the cause of high failure of Grades 10 and 12, and what’s your strategy to arrest the situation?
KHH: The performance of learners in all regions is influenced by various factors such as demography, resource endowments, number of quality teachers, efforts made to strengthen learner support and socio-economic conditions. We need to put tangible strategies in place to turn this situation around. School holiday camps or lessons as well as evening and afternoon lessons would be strengthened.
NE: Within what timeframe should the country expect you to address the challenges facing our education sector?
KHH: The ministry has achieved a lot over the years. We have seen tangible results. My duty is to take this mandate further and I have already commenced with my duties to ensure speedy delivery. I believe I have the necessary equipment and tools to achieve this.
There are still shortcomings in the budget provision. As indicated earlier, the President of the Republic of Namibia, as my appointing authority, issued me with clear terms of reference, which to me are the key performance indicators, which will be used as benchmarks in the overall performance of this ministry.