Rosevitha Ndumbu
Namibia’s education system has had its head hung in shame since the release of the NSSCO and NSSCAS results for 2022, and rightfully so. There have been various platforms to dissect what has rightfully been termed as a “national crisis” with expressions of disappointment, confusion and hopelessness dominating the conversation.
However, the cornerstone of all of these discussions, whether implicitly or explicitly, has been data.
Data is considered to be one of the most valuable resources of our time, but the value of data is not found in its mere existence but rather in its degree of utility and this is an element that is under-discussed in the education debate. Random numbers and figures in isolation are worthless and provide no insight unless the data collected can be integrated and an inference be drawn from it.
So, the question remains, when faced with the stark reality of our high failure rate what narrative is our data weaving? Apart from the national examination results, what other key data are we collecting as it relates to education? How have we integrated and used education related data in the past?
Do teachers use data as a tool for reflective teaching and adjustment at grassroots level? And is Namibia’s education system data-driven or not?
The first consideration when we are looking for solutions in any given situation should be an analysis of the data available on that particular subject matter, it’s very important that as a country, we don’t end up being “data-rich but information-poor”.
The general consensus is that our current circumstances are a combination of the new curriculum being problematic, the socioeconomic struggles of learners, lack of government resources, inadequate teaching/teachers and of course Covid-19. However, these are blanket statements signifying gigantic mountains to be conquered and are hard to tackle unless they are broken down.
As it relates to the above, our data should be able to illuminate and provide answers to questions such as, how many teachers are proficient in the new curriculum and how many are not? How many models of successful educational interventions exist in the Namibian context and which interventions work best in which regions?
How many key vacancies exist currently in the education ministry and how does it reflect in the performance of the region/school where that vacancy exists and to what extent? During Covid-19, what practices worked and what did not work? Lastly, according to the data gathered, what would be the most effective ways to deal with identified gaps effectively?
As we move towards data-driven decision making in education, a starting point would be a review and an upgrade of the country’s education management information system (EMIS) for its capability to include transforming data into formats that bring all the pieces of the puzzle together in ways that are comprehensible to non-technical officials. Further, an advanced EMIS should ideally also provide ‘hooks’ to data beyond the education system – such as poverty and population information – which then creates opportunities for contextual analysis. It is essential that decisions taken based on data collected should be driven by a country’s education policies and priorities thus data should enable policymakers to assess progress against those specific priorities and measure progress or make relevant changes as required. We need to keep in mind that data has limits and it is not a miracle cure but rather a tool that helps to crystallise whatever objectives we are trying to propagate and further that not all data analysis can be applied in the same way. Even when situations seem similar, factors that are not obvious at first may result in different outcomes.
In conclusion, the end result of the collection of data is and should always be action. Data that is not acted upon has no purpose or utility, making it inherently worthless. As the 2023 academic year begins, let all stakeholders reflect on the data in their possession and take appropriate action. With the advent of a technological age, data-driven decision-making in education has never been easier and it is with this hope in mind that we look forward to the 2023 results.
* Rosevitha Ndumbu is a researcher with a keen interest in developmental issues.