In Namibia, the public education system has been heralded as the cornerstone for national progress and a beacon of hope for future generations. 

Built on the sturdy foundations of a sacred social contract, this system relies on a dynamic triangle comprising three interdependent parties: the pupils, the government, and the parents. Yet, as we stand today, this delicate balance is in peril. 

While the government has invested resources to provide infrastructure, a safe learning environment, and qualified teachers, and the learners l continue to show eagerness to learn, a crucial pillar — the parents — has faltered in its responsibilities.

This opinion piece argues that a significant factor in the disintegration of our public schooling system is the neglect of parental roles. Drawing on examples from other regions, particularly South Africa, and grounding the analysis in the foundational agreements set forth in our social contracts, it is time for Namibian parents to put “skin in the game” and actively participate in nurturing their children’s educational journey.

System triangle: A social contract

Our education system can be visualised as a triangle. At the apex are the learners — the future of our nation. They are the ones who, through learning to read, write, count, and reason, will eventually drive the economic and social progress of our country. The two supporting pillars, equally critical, are the government and the parents. Distinct, yet interconnected, social contracts govern each of these relationships.

The first agreement is between the government and the learners. The government commits to providing the essential infrastructure, a safe learning environment, and all necessary resources that facilitate education. 

Schools are expected to be sanctuaries where ideas can flourish, and where every child has the opportunity to unlock their potential. In exchange, pupils are expected to engage with their education, developing skills that will enable them to adapt, compete, and contribute meaningfully to society.

The second contract exists between the government and the parents. On the one hand, the government undertakes to provide education facilities at the lowest possible cost and ensures qualified, well-trained teaching staff are available to guide our children. 

On the other hand, parents are constitutionally mandated to ensure their children attend school regularly. Article 20 of the Namibian Constitution, which explicitly underscores education as both a right and a duty, makes it clear that parents must ensure their children not only attend school but also take full advantage of the opportunities it offers. 

Schools are more than just centres for academic learning; they are environments where children acquire critical life skills — adaptability, competitiveness, and a sense of responsibility towards nation-building.

The final contract is the simplest, yet no less significant: the agreement between parents and pupils. In this arrangement, learners commit to engaging in the educational process by absorbing the fundamentals of reading, writing, and arithmetic. At the same time, parents are responsible for providing the emotional, psychological, and material support necessary to facilitate this learning journey.

When all three components of this triangle function harmoniously, the result is a robust, dynamic public education system that not only imparts knowledge but also instils the values of research, development, and continuous improvement. 

Regrettably, in recent times, it has become evident that the pillar represented by parents is faltering, thereby weakening the entire structure.

Parental neglect in modern Namibia

A critical analysis of the current situation reveals a troubling trend: the average Namibian parent — often depicted as a young couple with a middle income — appears increasingly disengaged from the educational process. This demographic, while successful in many areas of their personal lives, tends to prioritise their social image and personal leisure over their responsibilities towards their children’s future.

In today’s urban centres, many parents display limited engagement, frequently missing school meetings and seldom participating in community or school-based activities. With a growing emphasis on personal image and leisure activities, such as nightlife and travel, less time and energy is directed towards the educational and developmental needs of their children. 

The allure of branded clothing, cosmetics, and a luxurious lifestyle often takes precedence over investing time and resources in their offspring’s future.

These tendencies, reflective of broader societal shifts, have a significant impact on our public education system. When parents focus predominantly on their personal lives, they inadvertently abdicate the role they are contractually and morally obliged to play within the sacred triangle of education.

The consequences of this parental disengagement are two-fold. Firstly, it directly affects the pupils/learners. Without the necessary support at home, children may find themselves unprepared both mentally and emotionally to absorb new concepts. 

A supportive home environment is crucial for fostering discipline, resilience, and genuine eagerness to learn. In its absence, children risk lower academic performance and diminished self-confidence. Secondly, the absence of active parental involvement places an undue burden on schools and teachers. Schools are expected to serve as bastions of learning, but when children are unprepared — whether due to poor nutrition, frequent absences, or inadequate discipline — the onus falls on educators to compensate for the void left by parental negligence. 

Teachers, already stretched thin, find themselves having to ensure that behavioural and nutritional needs are met, a scenario that hampers the quality of education and strains the limited resources of an underfunded system.

Financial investment, parental involvement

While free public education is a commendable goal, the reality is that Namibian schools suffer from chronic underfunding. This is where financial investment from parents can act as a catalyst for change. It is imperative that parents begin to “put skin in the game” by contributing modest funds that directly support their local schools.

Imagine a scenario in a typical primary school with 1 200 children. If 850 parents, recognising the need to actively support their children’s education, contributed a modest fee of N$50 per month each, the results would be significant. This would generate a monthly revenue of N$42 500, which, when multiplied by 12 months, amounts to an annual sum of N$510 000. With over half a million Namibian dollars at their disposal each year, schools could significantly enhance their facilities by building modern libraries, establishing state-of-the-art laboratories, acquiring up-to-date textbooks, and developing sports facilities that foster both physical health and team spirit among learners.

This financial model offers multi-faceted benefits. First, the infusion of funds would enable schools to provide a richer array of resources, directly translating into a more stimulating and engaging learning environment. Second, when parents contribute financially, they become more invested in the outcomes. 

This “skin in the game” approach fosters a culture of accountability, where parents are more likely to monitor their children’s academic progress and participate actively in school events. Lastly, contributing to a communal fund can help build stronger ties between parents, schools, and local communities, uniting all stakeholders in the pursuit of educational excellence.

Lessons from South Africa and beyond

Namibia is not alone in grappling with the challenges of parental disengagement and underfunded public schools. South Africa, a nation with a similarly complex educational landscape, offers instructive examples of how targeted interventions can revitalise the system. In various regions, particularly in provinces such as Gauteng, schools have implemented compulsory parent contribution schemes. 

These initiatives have led to noticeable improvements in academic performance, enhanced discipline, and better attendance. When parents are actively involved, a direct correlation is observed between their financial input and tangible improvements in school facilities, which in turn deepens their commitment to the system.

Beyond our region, the Finnish model offers another perspective. In Finland, parental involvement is not viewed as an optional extra but as an integral part of the educational ecosystem. Finnish parents actively participate in school meetings, collaborate closely with teachers, and contribute to decision-making processes. 

This collaborative environment not only enriches the educational experience but also ensures that the system remains responsive to the evolving needs of its students. The Finnish example underscores a universal truth: when parents, educators, and government work together, the results can be transformative.

Restoring balance to education triangle

Namibia stands at a critical juncture. The government has admirably fulfilled its role by providing free public education and the necessary infrastructure for learning. Learners, the future architects of our society, continue to attend school and aspire for a brighter future. Yet, the crucial pillar of parental involvement has weakened, threatening the very foundation of our educational system.

It is imperative that we recognise and address this shortfall. Parents must realise that their responsibilities extend far beyond providing occasional financial support or attending sporadic school meetings. 

Active engagement in their children’s education is essential ensuring that children are mentally prepared to learn, physically fit, and behaviourally disciplined. 

Moreover, by contributing even a small amount of money on a regular basis, parents can help transform underfunded schools into centres of excellence that truly serve the needs of our children.

The health of our education system is a shared responsibility. The sacred triangle of learners, government, and parents is only as strong as its weakest link. 

To build a competitive, innovative, and progressive society, every stakeholder must step up and honour their part of the social contract. The time for complacency is over. 

By taking decisive action—whether by becoming more involved in school affairs, providing consistent support at home, or contributing financially—we can restore balance to our education system. In doing so, we not only safeguard the future of our children but also lay the groundwork for a better, more prosperous Namibia.

The reform of Namibia’s public education system is not solely the responsibility of the government or educators — it is a collective endeavour that requires the active participation of every parent. 

Our children are our most valuable resource, and investing in their education is an investment in the future of our nation. Inspired by the successes of South Africa and the collaborative models of countries like Finland, it is high time that parents reclaim their role as the vital pillar in the education triangle. The reform of our public education system begins at home—with commitment, accountability, and a willingness to invest in the promise of tomorrow.

*Zened Sali is an entrepreneur