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Regional Directorates of Education

Omusati Region

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During the year under review, the region had set the following objectives with the overall goal of providing quality education for all learners.

· To provide improved administrative services to the region and to ensure that all unit members perform their duties optimally;

· To order textbooks and stationery for schools, undertake stocktaking and distribute salaries and allowances within the region timeously;

· To prepare submission to Tender Board for approval of labour savings and for an annual Regional Budget, and collects revenue;

· To promote the growth of lifelong learning through institutional and staff development and to provide opportunities for adult to acquire knowledge skills and attitudes that will enable them to participate in socio-economic development;

· To continuously provide and maintain physical facilities and furniture in securing equitable access to education for all school-age children;

· To provide accurate and reliable statistical data to appropriately inform decision-making processes;

· To provide guidance and counselling to learners in all schools and to make learners aware of career options and guidance offered in all sectors;

· To sensitize teachers and learners in minimizing the spread of HIV/AIDS;

· To develop a fair, transparent and equitable system for allocation of all human resources;

· To ensure that schools’ managements are participatory and focused on learners’ achievement;

· To ensure efficient and effective curriculum implementation, monitoring, teacher support and training which, includes creating a safe, conducive and supportive teaching and learning environment to improve educational quality outcomes.

· To ensure efficient and effective administration of the national and external examinations.

· To ensure that hostels are administered and managed effectively, and that all hostel boarders have access to quality education through the satisfaction of physical, psychological and spiritual needs.

Personnel Office completed the process of capturing data and the database produced is being maintained through regular updating and verification. Personnel Office managed to handle 168 new appointments, 49 promotions, 76 transfers, 326 contract appointments, 108 end of services cases, 6 disciplinary cases and granted 4 staff members the 50/50 study leaves. Eighty five per cent of textbooks and stationery for all schools were ordered and delivered, while 37 schools were visited for annual stocktaking. An amount of N$ 3,334,270.00 was collected as revenue. Submissions to Tender Board for purchasing four computers, four printers and for the leasing of a copier machine were made and approved by the Tender Board and the equipment were received except the copier machine.

The region has succeeded in motivating and mobilizing community members to take part and enrol for the adult literacy program and Adult Upper Primary Education (AUPE). 147 centres for adult literacy program at stage 1, 2 and 3 and 95 centres for AUPE are in existence. All 91 newly recruited promoters were trained. Adult learners were enrolled and tested as follow: Stage 1: 374 out of 476; Stage 2: 829 out of 1276; Stage 3: 501 out of 868 and AUPE: 1054 out of 1753. The Family Literacy Program was successfully piloted at Kooma Primary School with 22 participants (parents). Two more schools were added for piloting and the schools are Oshitukafitu CS and Opawa PS. The International Literacy Day was celebrated on the 8 September 2005 at Elondo-East in Oshitudha District during the adult learner’s week. The Community Learning and Development Centre at Tsandi is fully functional in providing services to the communities.

A total numbers of 89,249 learners were enrolled in schools in the region. Of these, 63,387 were primary school learners and 25, 873 were secondary school learners. A total of 2,762 learners were admitted in Grade 11, including 777 NAMCOL learners. The region had 3,044 teachers. There was curriculum extension at 5 schools that became JSC Examination centres (Johnny Shekudja CS, Akayupa CS, Okathitu CS, Ontoko CS & Omagalanga CS), thus bringing the total of JSC Examination centres in the region to 100. Two schools (Ashipala SS and Canisianum RCHS) became centres for Namibian Secondary School Certificate, bringing to 12, the total number schools that offer Senior Secondary Certificate in the region. Thirty four other schools extended their curriculum, ranging from Grade 2 up to Grade 9.

Two additional hostel blocks were completed at Etalaleko SS and provided accommodation to 196 boarders. Another two hostel blocks are about to be completed at D. Sheehama. The first phase of Special School construction, in Outapi, which includes administration offices, classrooms, ablution block and guardroom is about to be completed. Other constructions include10 new classrooms constructed with the assistance of Oosikola Project, that is, 3 classrooms at Shoopala PS and at Iilyateko CS, and 4 classrooms at Iishanaputa CS. Ten more classrooms are being constructed under the Oosikola Projects, that is, 4 classrooms at Tjihozu SPS, 3 classrooms at Otjaandjamwenyo PS and at Omuulukila CS. Twenty three school buildings that includes 1 administration block at Enoleu CS, 1 teachers’ house at Uukekete CS, and 1 cluster hall at Ongolo CS, 3 classrooms at Amweende CS, 6 classrooms at Uukwandongo CS and 4 classrooms at Ouvale PS, are being constructed under Capital Project funding. Four schools received renovation this year; that is, 2 blocks of four classrooms at Epoko CS, 2 blocks of five classrooms at Ekangolinene CS, 2 classrooms’ block at Uukwandongo CS, and major repairs on ablution at Nuuyoma SS. School Board members of 8 pilot schools (Omunkete CS, Okatseithi PS, Onamhindi CS, Etsikilo PS, Omahila PS, Okasheshete CS, Oluteyi CS, and Oneeya CS) received training on the maintenance policy. These schools also receive funds to do maintenance and minor repairs.

Four Counselling Support Group workshops were conducted and 156 teachers were trained.

During Annual Career Fair at Outapi Multi-Purpose Youth Centre, 441 learners from 79 schools were reached. 135 HIV/AIDS contact teachers were trained. Four Window of Hope workshops were conducted and 131 teachers were trained.

Through a continuous process of transferring teachers from overstaffed to under-staffed schools, the reduction of learner to teacher ratio from 38:1 to an average 33:1 was achieved. All Cluster Centre Principals, Advisory Teachers, TRC managers and Inspectors of Education were trained on National Standards and Performance Indicators. All principals were sensitized on the importance of Arts and other non-promotional subjects through meetings. All School Boards, through principals, were sensitized and advised on auditing of the SDF financial books and accounts.

Successful trainings that were conducted included the trainings of 180 Lower Primary facilitators, 77 BES 3 Primary Level language facilitators, 31 Upper Primary Mathematics facilitators, 169 teachers in Window of Hope, 39 SIP Principals-School Boards and teachers; 274 teachers for Grades 5-10 Mathematics, 138 English teachers, 66 new Oshindonga and Oshikwanyama teachers, 22 teachers in English JSC and IGCSE examinations, and 740 teachers and 141 Principals and HODs at Lower Primary level about implementation of Revised Curriculum. The trainings for the introduction of the National Namibian Senior Secondary Education Certificate included 88 Oshindonga/Oshikwanyama teachers, 22 English teachers, 21 Mathematics, Biology and Science teachers and 42 Geography and History teachers. Through exchange visits, Lower Primary Advisory Teachers visited Sweden Education Sector and learned more about teaching strategies, assessment and lesson planning. Panel visits to 34 identified poor performing schools were conducted and 165 teachers were reached, feedback was provided, reports were produced. Ninety HIV/AIDS school clubs were established in the region. Negumbo SS and Ruacana VSS will offer 4 subjects, and Etalaleko SS will offer Oshindonga at HIGCSE level respectively in 2006. Two Prize Giving Ceremonies were held in the region and these have inspired some schools to perform better.

Learners, in their typical costumes, performing dances during the Prize Giving Ceremony at Othika CS.

The best teacher for Oshindonga at Nuuyoma SS receiving a trophy and a certificate from the Inspector of Elim Circuit for her good work, during the Prize Giving Ceremony at Othika CS, while the Director, Mr. Kafidi, and the Principals of Othika CS and Nuuyoma SS look on.

Administration of National and External Examinations

October/November and Supplementary examination papers for 2005 were safely and timely dispatched to various examination centres. Spot-check inspections were conducted at 45 Junior Secondary Schools during the examination sessions. Administrative irregularities and errors that took place at Omuulukila CS and Etalaleko SS were procedurally investigated and proper action was taken against the culprits. More than 150 Heads of Centres and Cashiers were trained on the registration of candidates and administration of examinations.

The hostel section has successfully transferred 2 matrons and 9 institutional workers from overstaffed to understaffed hostels in the region. A new or alternative hostel accommodation at Hiaukambe PS was opened to accommodate 32 marginalized children.

· Limited funds allocation deprives Personnel Section of conducting or facilitating staff members’ training, and also impeded the Hostel Section from buying protective clothes and cleaning materials.

· Limited transport impedes stocktaking, Special Education, Inspectorate, Examination and Advisory Services activities to be performed at all schools. Shortage of staff in the salary office hampers the processing of advices and other queries on time. The lack of ATs in numerous key subjects such as commercial, prevocational and Sciences subjects continue to hamper learners’ performance. The lack of AUPE materials continues to delay the progress and causes drop out of AUPE learners. Many schools acquired valuable items and are seriously in need of security services. The number of sheds being used as classrooms continuously becomes higher in the region, mostly due to curriculum extensions and the establishment of new schools.

· Late commencement of capital project construction due to the longer tendering process undermines the speed of constructing school buildings. There is a huge demand for school furniture back logging from the previous years.

· Shortage of suitably qualified teachers for Oshindonga and Oshikwanyama at Senior Secondary level hampers learners’ performance in these subjects. Low learner enrolment at some schools hinders the extension of curriculum for schools to have complete primary or secondary phases.

· Adequate number of posts should be created in salary office to enable the office to efficiently and effectively deliver services.

· Regional and national standards evaluation/ assessment and monitoring teams should put lesson planning, and Preparation, and Continuous Assessment as one of their most priority focus areas for improvement. The EPI-Head Office should explore the possibility of establishing a national pre-vocational and commercial subjects’ Advisory Team. Head Office should provide outstanding AUPE materials so that adult learners become motivated and continue attending literacy classes in big numbers.

· More funds should be allocated to address the issues of, provision of security services, furniture and buildings in schools, conduct training workshops and order materials. The process of tendering needs to be revised and expedited so that constructions start and finish within that particular financial year. A post of a Regional handyman should be created for the purpose of fixing broken furniture in schools.

· It is strongly recommended that Senior Regional School Counsellor should be appointed. The Region should explore the viability of establishing and acquiring its own reliable fleet or roadworthy vehicles should be allocated to the region.

All staff members are thanked for their commitment and hard work which contributed to the achievements and successes that the region attained.

© Ministry of Education - Namibia 2008
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