Two years after New Era initially reported about the plight of teachers in the Tsumkwe constituency who are compelled to sleep in tents, their situation has not changed.
The teachers continue confronting daily threats and uncertainties, vulnerable to the elements and the hazards associated with residing in makeshift structures outside school premises.
For example, one male teacher lives in a tent which has a faulty zip, situated in a small, cleared area. This is an emblematic representation of the deplorable conditions these educators are forced to endure.
In August 2022, New Era visited the //Auru village school, where community members expressed concern that teachers might seek posts elsewhere due to a lack of adequate housing, leaving pupils unattended and at risk of dropping out of school.
During a recent visit to the area, New Era found that a number of village schools in the region, including Ben se Kamp, //Xa/oba, Den/UI, Nhoma and Duin Pos, lacked proper accommodation for teachers, forcing them to still sleep in tents.
Dabe Kaqece, a teacher at Duin Pos Primary School, told this publication that he has been living in tents for the past seven years.
Although he has been a teacher for more than two decades, this committed educator encounters significant difficulties regarding his living conditions, which impacts his capacity to fulfil his responsibilities and support his family.
In an interview outside his tent, which lacks a zip, he recounted his daily hardships.
Kaqece said such living subjects him to severe weather conditions, the presence of wild animals, and inadequate security.
During the rainy season, his tent frequently becomes inundated, rendering it both uncomfortable and perilous.
“I sleep in the tent, and I’m not happy because of the rain. Water overflows into the tent when it rains. If I leave my food inside, dogs come in and eat it,” he added.
The educator said residing in a tent is not merely a matter of inconvenience, it poses significant safety risks. He referenced a recent experience to illustrate his point.
“One day, a snake entered the tent. I was lucky to spot it on time. So, your life is always at risk,” Kaqece said, holding his mouth as if he was still in shock.
“When I go to pay bills or buy groceries, I return to find that dogs have eaten my food,” he continued.
The educator stated that the situation has been ongoing for more than two decades.
“I have been working here for over 20 years, and I am still living in a tent. But my colleagues who started after me are staying in proper houses elsewhere,” he noted.
His colleagues thus enjoy better living conditions, while he and many others continue to endure the harsh realities of life in a tent.
More hardships
“The new teachers say they wouldn’t come to this school if they have to stay in a tent, like I do. They wouldn’t stay here,” he stated while shaking his head and holding his waist. The teacher’s hardship extends beyond the discomfort of living in a tent.
“In winter, it’s cold inside the tent. When it’s hot, it’s unbearable. I just sit under a tree,” he said.
Kaqece also spoke about the lack of privacy and proper ablution facilities.
“To bath, I have to go behind the tent after everyone has gone to bed,” he said.
Family life
His family situation is another source of stress. While the teacher stays in the tent, his wife and children live elsewhere.
“My children are in a hostel. I only have two children at school now; the others have dropped out,” he said, adding that if he had nice accommodation, he could have raised his family properly.
Despite these difficult circumstances, Kaqece remains hopeful for change.
“I believe next year, I should be moved to another school where there is a proper structure. I am the only one who has been stuck in this situation for so long,” he observed.
Kaqece suggested that the government constructs permanent houses for teachers stationed in remote areas to address these pressing issues.
“Even if a simple zinc shelter was provided, it would be better than this tent,” he said, reiterating that a more stable structure would allow him to lock his belongings securely.
He also suggested an immediate solution.
“Even providing a bigger tent would be better than the one I have now. But I think a corrugated zinc shelter would be better. A tent is temporary; the zips break easily, and it’s not secure,” said the teacher.
Transportation challenges
Besides the tent, the teacher also faces challenges of transport. It is very difficult to get to town for shopping, especially with the high cost of transportation.
“If I need to go to Tsumkwe for shopping, it costs about N$530 to $630. It’s just too expensive. And sometimes even when I wait by the side of the road, there’s no transport.”
These challenges have made it difficult for him to manage daily life.
“Sometimes, I don’t have food for days before I can get to town. If I don’t get transport, I have to wait until the weekend. It’s frustrating,” Kaqece lamented.
Education ministry’s response
Education executive director Sanet Steenkamp acknowledged that the overall education system encounters considerable difficulties, especially in rural and isolated regions.
“At most of the schools, we do not have fully-constructed school facilities. We only have classrooms,” she stated.
She added that the issue arises from the high turnover of pupils in these regions.
“Children move on a very irregular basis, which makes it difficult to justify the construction of permanent school buildings,” she said. The executive director recalled an instance a few years ago when she visited Ben se Kamp, and saw a teacher living in a small tent.
“That was a few years ago, and the teacher –Festus – was doing an excellent job, despite his living conditions. Today, Festus is working in Tsumkwe, collaborating with the Ju/’hoansi Development Trust, and continues to be an example of dedication to education,” she noted.
She said some Tsumkwe schools have few pupils, like some with only 17 or 11 learners, and it becomes difficult to justify the construction of permanent teacher accommodation.
“We have more than 350 schools in the country with fewer than 100 pupils. These are the complexities we deal with. If we construct houses at these schools but only 17 children attend, it doesn’t make sense from a resources’ allocation perspective,” she emphasised.
The official also acknowledged that while the ministry recognises the need for better teachers’ accommodation, the focus has been on ensuring sufficient classroom construction over the past two years.
“Teachers are our biggest resource, and their well-being is critical. But, given the budget constraints, we have prioritised classroom development. Once we balance the situation with more classrooms and schools, we will turn our attention to teachers’ housing,” Steenkamp assured.
-ljason@nepc.com.na