Lahja Nashuuta
Teaching children with special needs became an unintended yet profoundly rewarding career for Eliakim Mandume Fillemon.
As a committed public servant and educator, he has dedicated himself to enhancing education for children with disabilities.
Fillemon specialises in supporting children with visual impairments and complex disabilities. With patience, kindness, and considerable expertise, he devotes his days to helping these children grow, learn, and flourish.
“I chose to be a special education teacher to make a difference in the lives of marginalised children who were at risk of being overlooked,” he shared.
Fillemon teaches at the School for the Visually Impaired in Khomasdal, Windhoek – a government institution designed for visually impaired pupils, children with albinism, and those facing other learning challenges. The school serves nearly 200 children with various forms of disabilities.
Acknowledged as a resource school, it aligns with the National Curriculum for Basic Education and the Education Act, providing a comprehensive curriculum from the junior phase (Grades 0-3) to the senior secondary phase (Grades 10-11).
“Most of our learners are identified within their communities as needing additional support, as outlined by the Education Act and Article 20 of the Namibian Constitution. We offer a diverse range of subjects, including commerce, pre-vocational training, science, and social studies. Despite our successes recording inspiring achievements, we also encounter daily challenges,” he explained.
A day at school
Classes commence at 07h30, but pupils often arrive by 07h10. Before their arrival, Fillemon ensures the classroom is clean and safe, particularly after rain.
When the learners enter the room, he greets them individually, inquiring about their dinner, sleep, medication and breakfast.
“All these factors affect their performance. I want to be prepared to address their needs,” he said.
His pupils are typically aged between 7 and 16 years, although some are older.
In an interview with New Era, Fillemon acknowledges that while rewarding, the work can also be draining.
“With children, anything can change in an instant. I constantly have to keep an eye on them, even when I’m reaching for something in the cupboard,” he added.
Although he strives to be patient, moments of frustration occur. “It frustrates me when a pupil refuses to do tasks I know they can handle. It’s not that the work is difficult; they simply don’t want to do it.”
A journey of growth
Fillemon brings 15 years of public service experience and currently leads the Mathematics and Science Department. He has been part of the school’s management team for five years.
“I am passionate about innovation and fiercely dedicated to prioritising the education of every Namibian child. As educators, we must constantly adapt and utilise every resource available,” he says.
Fillemon holds a Diploma in Basic Education Teaching, a Bachelor’s Degree in English Language Teaching, two honours’ degrees — one in Leadership and Management and another in English Language — as well as a master’s degree in English and Applied Linguistics.
He began his career in 2009 in Omusati region after earning his diploma from the Windhoek College of Education. Before becoming a teacher, he worked in the construction sector after finishing Matric in 2003, acquiring practical skills he still values today.
Although he once aspired to be an electrical engineer, he found his call in education.
“I recognised a distinct opportunity to shape Namibia’s future through effective teaching practices. The public service wasn’t my original dream, but it became my purpose,” he reflected.
At his school, he oversees teaching standards, resource management, curriculum planning, and ongoing professional development for staff.
“I strive to lead by example and ensure each decision enhances our pupils’ learning outcomes,” said the educator.
Challenges
Despite various successes, the school continually faces challenges, particularly in terms of limited resources.
“We heavily rely on government funding, such as the Universal Primary and Secondary Education Fund. Yet we frequently lack braillers, assistive technology for students with low vision, and specialized training for teachers,” he said.
Fillemon acknowledges the strong support from the government and donors.
“There have been positive developments. In the 2023/24 financial year, the school received funding from African Ambassadors to renovate the hostel and the school fence. This year, Michelle McLean and SINASTRA provided visual aids to help students with albinism see better,” he said.
Fillemon emphasised: “What drives me is witnessing the tangible impact our work has on these children. Knowing that we are shaping the next generations is immensely gratifying. One of my proudest achievements is organising science fairs that have brought regional and national recognition to my pupils.
“I am profoundly passionate for science, technology, and innovation, and I enjoy sharing that enthusiasm with my students,” shared Fillemon enthusiastically.
Fillemon dismissed the stereotype that public servants are ineffective.
“That’s a misconception. We encounter significant challenges, yet we persist in innovating and delivering quality results. Our commitment to public service motivates us to overcome obstacles and achieve high-quality outcomes,” he stated.
Looking ahead
Fillemon intends to remain in public education as long as he can positively influence others.
“Before I turn 55, I hope to pursue additional roles in the public sector that align with my skills and experience and continue my studies. My ambition is to leave a legacy of quality education, effective teaching practices, and empowered students and teachers,” he said. –lnashuuta@nepc.com.na