Lahja Nashuuta 

The education ministry has introduced a new school grant policy to address inequalities in resource distribution and decentralising procurement powers to individual schools. 

However, the policy has sparked debate, with critics questioning its effectiveness and whether it would truly address the root causes of educational disparities in Namibia.

Under the new policy to run from 2025 to 2029, the government will allocate funds directly to schools through School Development Fund (SDF) accounts, allowing the institutions to manage their own financial budgets. 

The funds will be transferred electronically in four phases, aligned with the government’s financial quarters.

23% of the total allocation will be transferred in each of the first three quarters, and 31% will be disbursed in the fourth quarter to help schools prepare for the new academic year. 

The ministry has assured that approximately a third of the total allocation will be available by the third quarter, ensuring that schools have sufficient funds before the start of the first academic term.

 “Schools will be notified in writing about their allocated funds, which will be determined based on a funding formula and government fiscal status,” the new policy reads, adding that the ministry will provide evidence of fund transfers to regional education directors and principals within two weeks of disbursement.

The new School Grant Policy mandates that all public schools, through their boards, must maintain an SDF account with a registered banking institution or the post office savings bank.

These accounts will hold government education grants, funds raised by the school board, voluntary contributions, donations and proceeds from approved fundraising activities. 

The funding formula will consider four key factors which include the basic allocation per learner per school phase, special learning needs, co-curricular and extracurricular requirements, and school characteristics such as remoteness and socio-economic status. Additional funding will be allocated to under-resourced schools to help bridge the gap between well-funded and disadvantaged institutions.

Reaction 

However, not everyone is convinced the new policy is the solution. 

Teachers’ Union of Namibia (TUN) secretary general Mahongora Kavihuha expressed strong reservations, arguing the policy lacks scientific research, clear definitions and accountability mechanisms. 

He questioned whether funding alone could solve Namibia’s educational challenges, and warned that without a thorough study on the root causes of disparities, the policy risks being misguided. 

He also criticised the lack of clear definitions within the policy, particularly regarding disadvantaged learners. Kavihuha pointed out that while the policy appears to prioritise rural schools, it overlooks the fact that many disadvantaged children also live in urban areas. 

He further noted that the policy’s reference to the central business district remains ambiguous, creating potential confusion over funding distribution.

 Kavihuha criticised the exclusion of teachers’ unions from the development of the policy, which he sees as a sign the ministry does not value teachers’ representation. He questioned the lack of accountability in fund disbursement, asking who in the ministry is responsible for ensuring that funds reach schools on time. 

While school boards and principals are expected to manage funds, there is no clear directive on who should be held accountable if delays occur, he said.  Kavihuha raised doubts about the feasibility of using these funds for teacher training and professional development, arguing that the allocated resources are already stretched too thin. 

In addition, he pointed out that private schools, particularly those owned by religious organisations, receive better funding than public schools. He noted that church-run institutions enjoy greater financial support, despite the government’s efforts to prioritise public education.

 While the government maintains that the policy will bring about positive change, education stakeholders and unionists argue that a more inclusive and research-driven approach is needed to create a truly equitable education system in Namibia.

Response 

Responding to the TUN critics, education executive director Sanet Steenkamp labelled the policy “pro-poor resources’ allocation strategy” that will facilitate an equitable allocation to all our public schools in Namibia, inclusive of private schools that have been rendering services to the Ministry of Education, Arts and Culture.

“The rationale of this school grant policy was and remains to promote a learner-centred funding system, based on the learner and the context of the learner, as well as certain characteristics that are assigned to a learner.

And it’s based on the principles of equality, equity, efficiency, effectiveness, of course, also accountability and transparency. Now, what is the main goal of this policy? First and foremost, it is to reduce existing inequities. And we do that through an efficient and equitable funding mechanism,” she said.

Steenkamp gave assurances that schools and learners from different socio-economic backgrounds will now have access to adequate resources to participate fully in education, irrespective of their past historical, material or social disparities, or the level of social marginalisation. 

“So basically, with the objectives of the policy, the ministry of education wishes to ensure you have an equitable funding mechanism that addresses the basic education curriculum attainment, the individual learner and the needs of the school,” she said.

Steenkamp said the ministry has so far deposited more than N$180 million into the accounts of senior secondary schools. “That is just for the past month. We envisage to have all the schools having their funding by May 2025,” she said.

She further said: “So, we also wish to ensure transparency and accountability in the utilisation of the grant. And for that purpose, there are built-in mechanisms for accountability.

I encourage our role-players and stakeholders to request for a copy of the school grant policy, and familiarise themselves with it. There are 10 regulatory frameworks within Namibia, several laws and sector-specific policies that we have looked into in the Namibian education context.” She maintained that the ministry consulted more than 38 sources internationally to formulate this policy.

 -lnashuuta@gmail.com