NEW Era’s senior journalist Albertina Nakale spoke to the Minister of Education Dr David Namwandi on the poor performance in examinations and on the general state of education in the country.
New Era (NE): Government spends colossal amounts of money on education. But why is the failure rate still so high despite this massive investment?
Dr David Namwandi (DN): The budget allocation of the education sector does not entirely benefit the schools directly alone, but it is divided into salaries, capital and development project and a minimal amount of money is directed to teaching and learning. The high failure rates of learners can be attributed to many different factors. These factors include, the influence of school leadership on learner achievement; the quality of teachers; the total commitment of teachers towards their work; discipline amongst teachers and leaners; the absenteeism of both teachers and learners; the commitment and openness of learners; parental involvement, as well as community participation and the concept of public private partnership underlined by accountability by all stakeholders.
NE: Are we satisfied that the current pre-primary and primary education curriculum provides a strong enough foundation for learners to perform better at the secondary and eventually tertiary levels of education?
DN: The curriculum is drawn up by educational experts, who deal directly with various subjects at school level to meet the needs of target groups. After that the curriculum is subjected to a series of consultations, refinement processes, and is eventually presented to the Examination Board for approval. Furthermore, the national curriculum is reviewed at intervals to address emerging issues and to ensure the delivery of quality education. However, the successful implementation of the curriculum depends on many facets for effective implementation. These include the availability of teaching and learning resources, such as textbooks and learning materials; qualified and well placed teachers; support provided to teachers and management in the implementation of the curriculum; teaching styles and the necessary variations; the teaching and learning environment, including the [physical] surroundings; continuous monitoring of teaching and learning activities; parental involvement and level of understanding; leadership and management at school level and the timelines allocated to implementing the curriculum and syllabi at schools within a period of five to seven years. Currently our curriculum is under review and will be ready for implementation soon. There is also the constant support, supervision and communication between the schools and regional offices, such as engagement with inspectorates and advisory service providers.
NE: Does the current poor performance and at times dismal performance, if not non-performance, at all warrant us to go back to the drawing table?
DN: Certainly, yes!
NE: And what does going back to the drawing table mean and entail?
DN: Self-reflection by an individual or by a sector is imperative to be able to evaluate ones progress. It is a practice within the ministry to review and analyse results by region, circuit and by individual school to be able to put improvement strategies in place. Data analysis and interpretation is the only way to plan better for the future. Action is also taken against those leaders whose schools are not performing for more than 3-5 years consecutively, after they are offered support to improve.
NE: We have had numerous reports and conferences on education like the Presidential Commission on Education, Culture and Training and most recently, the National Education Conference. Do these and other numerous endeavours, seminars, reports not represent going back to the drawing board?
DN: The ministry has considered the recommendations from all these reports and conferences for implementation. Important policy documents that emanated from these conferences and reports are ETSIP (Education and Training Sector Improvement Programme), the Education Sector Strategic Plan; review of the promotion policy, curriculum and syllabi; the Namibia Educator Policy is being formulated, Pre-primary, Universal Primary Education, Vision Schools have been established and others will be constructed, inter alia.
NE: Why do schools such as St Boniface excel compared to other schools? And why can’t other schools replicate their formula for academic success?
DN: St Boniface is a government-aided private school and its admission policy differs totally from our government schools. In government schools we admit any kind or type of learner and we do not discriminate. We do not have admission tests or any kind of assessment to let you into a school. This is the case with St. Boniface and some other private schools.
NE: Does technology at these schools have any impact on the discipline of learners, if yes, how does it impact on discipline?
DN: Your reference to technology in this case is vague, however I will limit myself to the use of technological equipment such as laptops, calculators, overhead projectors, televisions etcetera. This equipment is available in some schools. But this will not bring about the desired results if the teachers are not well trained in the use of the equipment to facilitate learning. Government benefited from MCA-N to equip 47 schools with computer labs. The ministry also has a project called School Link that facilitates the process of equipping our schools with technological tools.
NE: Are the existing rules at government boarding schools adequate to enforce discipline? If not, what should be done to ensure there are strict enforceable rules to instil and maintain discipline among learners?
DN: Each hostel is provided with a Hostel Guide, to assist hostel superintendents with the smooth running of hostel affairs. Within this guide there is a section that deals with the code of conduct for learners. It all falls on the leadership at the hostel level. The Education Act also outlines the code of conduct for learners. It is important for managers to adhere to the procedures of disciplining learners.
NE: What disciplinary measures should be enforced at boarding and day schools, such as restrictions on the movement of learners during school hours to prevent them from frequenting shebeens and other places where they could get involved in mischief?
DN: For the boarders the supervisory staff should adhere to the rules of the hostel. For day scholars it all depends on parental care and supervision at home. For learners who leave school during school hours and go to a shebeen, schools should take action as per their school rules.
NE: Does the current situation of perceived indiscipline perhaps not call for alternatives?
DN: I would like to look at the causes of indiscipline in our schools before I speak about alternatives. What is provoking unacceptable behaviour in our schools or classrooms that contributes to the indiscipline of learners? Some teachers are unprepared for lessons; the absenteeism of teachers and learners who are unsupervised; the lack of subject content leading to learners getting bored. Often learners come hungry to school; learners need attention and misbehave to get the attention; some learners feel over protected by their parents, while some learners stay alone and have too much stress. Yes, looking for alternatives is important, but all depends on the situation that you are dealing with. Teachers should be consistent in dealing with ill-disciplined learners. Teachers should treat all learners equally and they should set an example.
NE: Are parents doing enough to instil discipline in their children or are they leaving this entirely to teachers?
DN: Charity begins at home. It is the responsibility of parents to instil good morals and values at an early stage in the lives of their own children. The first 5 years of a child are very critical and important and this is the time parents are expected to bond and to teach their children life skills. This includes respect, tolerance, sharing, and humility etcetera. Discipline cannot be left alone in the hands of teachers.
NE: What disciplinary measures are currently within the parameters of the law, and particularly the Namibian constitution?
DN: Currently, schools depend on the use of booklets on discipline with care and disciple from within, the Education Act and its regulations, the Constitution of the Republic of Namibia, the documents from the Legal Assistance Centre on corporal punishment, the policy for orphans and vulnerable children and the National Standards and Performance Indicators.
NE: Is religious education essential to inculcate a culture of discipline among learners? And what religious persuasion will be ideal for the Namibian child considering we have so many religions?
DN: To answer the first part of your question, yes, to a certain extend. We all believe that almost all our children are coming from a Christian background or homes, but they are still portraying behaviour we disapprove of and that we do not condone now. Hence, I would not say that religious education will rectify the current social ills, but can be used as a tool together with others to change behaviour.