Lahja Nashuuta
“We are all teachers, whether in classrooms, homes, or communities. And through education, we all have the power to shape a better Namibia.” This is the core belief of Reinhold Mutighoma, principal of Ekondjo Primary School.
Mutighoma, a dedicated public servant and educationist, has spent the last 15 years shaping young minds and uplifting communities through education. He currently serves as the principal of Ekondjo Primary School in Namibia’s Kavango West region.
With a degree in Curriculum Studies from Great Zimbabwe University, Mutighoma is more than just an administrator; he is a passionate mentor and lifelong learner who believes every citizen plays a role in nurturing the nation’s children.
He matriculated from Noordgrens Secondary School, a uniquely multicultural, Afrikaans-medium institution, where, according to him, the seeds of his passion for unity and education were first sown.
Joining public service
Mutighoma began his public service career in 2010 after completing his Basic Education Teacher’s Diploma (BETD), a rigorous programme known for its focus on professionalism, punctuality and ethics.
“Back then, you’d simply submit your name at the regional office, and if successful, you’d be called to collect your appointment letter. No interviews, no red tape,” he recalls. He adds, “Teaching was not just a career path; it was a calling, inspired by my uncles and secondary school teachers who lived with purpose and commanded respect in the classroom.”
Asked why he joined the public service, Mutighoma reveals that the decision was influenced by these role models and by the sense of security and stability that government employment offered. “Career guidance sessions at school emphasised that government jobs were safe and sustainable, provided you adhered to policies and regulations,” he explained.
Providing leadership
As a school principal, Mutighoma is responsible for overseeing the teaching and learning process, supporting both academic and non-academic staff, and ensuring holistic development across academics, sports, arts and culture.
“I am accountable not just for academic outcomes, but for the overall performance and environment of the school,” he explains. “I must create a space where every learner can thrive.”
While expressing commitment, he reveals that his job comes with daily emotional challenges. “It is heartbreaking to see learners come to school in tattered clothes or without shoes. Many come from homes where the Orphan and Vulnerable Children (OVC) grant is the only income. Parents are forced to choose between buying food or school supplies. These are not choices any child should have to endure,” Mutighoma said.
Despite these hardships, he finds strength in optimism. “As Philemon Rengi says in ‘Hope in Broken Dreams’, there is always hope even in broken dreams,” he asserted.
What keeps Mutighoma going is the quiet, powerful impact of his work. “There’s no greater satisfaction than seeing a parent appreciate the effort you’ve invested in their child,” he said. “Or when a former learner, now a nurse or bank officer, calls out to you in public: ‘Sir, please come forward. Those moments remind you of your purpose,” he shared.
Mutighoma believes his expertise is an asset to the ministry of education, particularly his academic background in curriculum planning and implementation.
“It’s essential for school leaders to understand curriculum development to ensure effective teaching. As the saying goes, a good school is one where teaching and learning are a priority,” he maintained.
Mutighoma reveals that one of his proudest accomplishments is successfully implementing the 2016 National Curriculum for Basic Education. “It emphasised not only what happens in the classroom, but also the broader teaching and learning environment, including learning from society and excursions.”
Public misconceptions
Mutighoma is well aware of the public’s perception of civil servants as inefficient. “These misconceptions persist, but it all boils down to leadership. If a teacher lacks motivation or passion, no number of resources will change outcomes. You need heart to teach,” he says.
He refers to the publication ‘A Practical Guide to Personal and Organizational Productivity’ by Frans Filipe Kandjilu, which draws a distinction between having a job and doing meaningful work. “Every public servant must ask: Am I simply filling a post or am I truly serving?” he said.
Future
While Mutighoma remains committed to public service, he expressed openness to exploring opportunities beyond. “I don’t wish to overstay my welcome. If another institution offers a platform where I can grow and contribute more meaningfully, I’ll consider it.”
His long-term goal is to transition into higher education. “Having lived and taught through the real challenges of basic education, I believe I can contribute to solutions, especially by helping to train future teachers who will go out and change communities,” said the school principal.