Castro Shipapo’s workday begins long before lessons start at Muhopi Primary School in the Kavango East region. At 04h00 each morning, while the village sleeps, he rises for prayer, meditation and exercise. By the time learners arrive at school, he is fully prepared mentally, physically and spiritually to carry the responsibility of educating children for whom schooling is often the only gateway to a brighter future.
For him, teaching has never been about putting food on the table but a calling, purpose and way of serving his community and his people.
“My journey into teaching was inspired by the impact teachers had on my own life. I saw how a committed teacher could shape confidence, discipline and direction in a learner. Also, most of my family members were teachers, and that inspired or stayed with us,” he said.
So, that early influence stayed with him long after he had completed his high school and tertiary education. As he continued growing from student to teacher, he realised that teaching could offer him a direct path to giving back to his community, not only by delivering lessons but by guiding young people through some of the most formative years of their lives.
Boasting a Basic Education Teacher Diploma (BETD) from the then Rundu College of Education, now the University of Namibia’s Rundu Campus, Castro entered the profession equipped with both theory and practical skills.
Yet no lecture hall could fully prepare him for the realities of rural teaching.
His first job was at Muhopi Primary School, in Kavango East, about 25 kilometres east of Rundu, a position he personally applied for, and when the acceptance letter was sent to him, he did not hesitate but took the job instantly. “I was ready to begin my teaching journey where I felt I could grow and contribute meaningfully,” he recalls.
Like many teachers in the remote areas, he was faced with numerous challenges, such as adjusting to a new environment, unfamiliar routines and limited resources.
The welcoming school and its community helped him adjust quickly. During his first day, he was already at the school gates by 06h00, long before lessons began. “It was a proud moment for me to this day, and that moment symbolised my commitment,” he said.
Shipapo continued that school days are long and demanding.
He teaches Social Studies and English, supervises afternoon lessons while also supporting afternoon study, oversees compensatory classes and supports extra-mural activities such as sport.
Beyond his scope of work, Shipapo is also a mentor, disciplinarian, motivator and, at times, a counsellor.
“I do a lot at the school; I sometimes help kids who are struggling in their normal lives by mentoring them and helping them with other important issues they are faced with. This keeps me grounded and thinking of others, and I love what I do and the impact,” he added.
At a school in the remotest area, with no Wi-Fi, limited textbooks and frequent shortages of basic supplies, they must rely on their creativity to navigate those shortcomings. Learners often rely on photocopied notes, which can disappear as soon as paper runs out or machines break down.
Overcrowded classrooms make individual attention difficult, and infrastructure limitations mean that offices and the library share the same space. But the greatest challenges are not material; they are human.
With the surrounding still living below the poverty line, meaning learners will come to school on an empty stomach while battling language barriers, as English is not their first language.
Discipline issues, shaped by difficult home environments, require patience and consistency rather than punishment. “These children carry a lot. You must see beyond behaviour and marks. And being patient with them is the critical skill one would have to acquire to achieve good results with these kids,” he said.
To him these further reveal the true meaning of teaching. He remembers one of his learners struggled to express himself in English, slowly finding their voice after extra support and encouragement. The teacher spoke proudly of learners who gained confidence, discipline and self-belief, sometimes long before their grades improved.
“What motivates me is the progress I see, even in small steps,” he explains. “When learners trust you, when they feel safe to ask questions or share their challenges, that is powerful,” he said.
According to Shipapo, teaching is not about instant results. It is about planting seeds that may only bear fruit years later. Since he started teaching in 2012, he has witnessed changes in Namibia’s education system, including a shift towards learner-centred approaches and practical skills development.
While challenges remain, particularly in rural schools, he believes the strength of the system lies in the resilience and dedication of teachers who continue to show up despite the odds.
teaching as a career, his message is honest and grounded. “Teaching requires passion, patience and creativity,” he says. “Some learners will understand immediately. Others will need you to explain the same thing many times. Those moments test you, but they also define you,” he said