Source: December 2005 Circuit Assessment and Examination reports

A total of 186 school principals, 12 HOD’s and 3 ATS were trained on National Standards and School Management. All schools with Grade 3 and 4 were trained on implementing School Self Assessments; 52 Lower Primary Facilitators and 385 Lower Primary teachers were trained on Grade 3 & 4 curriculum reform while 53 Grade one teachers from 46 schools were trained on Lower Primary Maths, Methodologies. Twenty two least performing schools below the regional set target of 50% in JSC examination results were trained on various aspects to improve on learner performance. A target was set for each Inspector of Education to inspect a minimum of four schools and one Cluster Centre per month which resulted in 60 schools on average, having been inspected by all Inspectors of Education per trimester in the year under review.

A regional Planning Meeting for all sections was conducted and subsequently a Regional Business Plan, Annual Work Plans and Calendar of Activities were developed. Advisory Teachers were trained on data entering, data analysis, interpretation of classroom observation and School Self-Assessment. A bursary fund was established and launched on 31 March 2006 and an amount of N$280,000.00 was generated. The directorate is immensely grateful for the support from Shell Namibia and all different sponsors and individuals.

The directorate has effected 287 appointments in various categories, and 53 of the newly appointed staff have attended an induction workshop. A one day regional workshop on Time Management was conducted for all Heads of Sections and EPI members on 13 February 2006. Two hundred learners and 30 teachers attended a Maths Exhibition on 22 -26 March 2006. To sensitize learners about different career options as advocated by Vision 2030 a Career Exhibition was held at COSDEC on 23-24 June 2005 and 37 Life Skills teachers and 183 learners were in attendance.

The Library Services provided support in processing and classifying 1,515 publications to 26 schools and also trained 152 teachers in Library Management. As a part of quarterly financial inspections eight sub-receivers of revenue were inspected once per trimester in 2005/2006 and the Hostels division provided NSFP to needy learners at 51 Primary schools. To promote literacy programs, 212 literacy promoters including 2 for visually impaired learners were recruited, and 3,417 learners (including 5 visual impaired) were enrolled in NLPN stage 1, 2, 3 and in Adult Primary Education (AUPE). Twenty three parents of Grade one learners of Antoni PS participated in phase 1 of the Family Literacy Program.

An inventory of ICT infrastructure revealed that 16 Cluster Centres out of 28 have access to Computers and 40% are connected to the Internet. To ensure and sustain the use of ICT eight schools were offering Computer Practice. All offices of Inspectors of Education, TRCs and Community Libraries are equipped with computers and most of the libraries are connected to NOLNET.

Two hundred and three (203) teachers were trained in various aspects such as Life Skills education for HIV and AIDS, providing psychosocial support and on workplace peer educators.

A Regional survey on employee health and wellness at workplace was conducted by RACE and 136 Window of Hope facilitators from all five circuits were trained.

The following NGO’s and governmental organizations provided different types of assistance to the region such as financial support, capacity building, and infrastructures during the year under review. Notable among these organisations were: the Lions Club, NORED, GTZ/BEP, Japanese Embassy, VSO, Swedish Embassy, UNICEF, Raleigh International and HAMU.

One of the major challenges faced by the region is the existing inequity in the distribution of various educational resources and this has resulted in the shortages of 322 permanent classrooms, 149 administration blocks, 118 ablution facilities and 81 libraries and laboratories. As a result of shortages of permanent classrooms learners are being taught in the sheds without chairs and desks and in some cases without textbooks. There is a shortage of Advisory Teachers, HOD’s and teachers at some schools, due to the limited budget allocated to the directorate.

In conclusion, the Ministry of Education should put into practice, as a matter of urgency, the principle of allocating funds on the envisaged basis of pro-poor or pro-rural to enable regions such as Oshikoto to address the issue of inequity between schools. There is also a need to improve upon the provision of classrooms, textbooks and teachers to cope with the increasing number of learners. Finally, the Ministry of Education should finalize the staffing structure for the Regional offices in order to resolve shortages of staff members in key areas of operation.