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Regional Directorates of Education

Otjozondjupa Region

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INTRODUCTION

The Otjozondjupa Regional Office strives to provide quality education for all learners in order to produce knowledgeable, competent and innovative citizens. The region set the following objectives during the year under review:

·         To accommodate all eligible learners to education especially in Grades 1,8,11 and to ensure equitable access to education for all;

·          To improve the quality of education through interventions in the classrooms by Advisory Teachers, Inspectors of Education, Literacy Officers and Library Assistants.

·         Guide and support teachers on Continuous Professional Development Programmes in the region;

·         To provide and maintain the necessary physical facilities that create safe and supportive environment, conducive to teaching and learning;

·         To ensure that hostels in the region were managed in a cost efficient and effective manner;

·         To minimize the spread of HIV and AIDS and help to support those infected and affected.

Cultural Performance

MAIN ACHIEVEMENTS

Access to School and Provision of Physical Facilities

The Regional Office managed to accommodate all eligible learners in Grades 1, 8 and 11. Additional classrooms were opened at Vooruit PS, Paresis SS and Khorab Combined School respectively to accommodate all learners eligible for entrance to school.  Renovations were carried out at the following schools/institutions during the year under review:

·         Otjituoo PS Hostel, K.W. Von Marees PS, Tsumkwe JS Hostel, Kalkfeld PS classrooms, G.K. Wahl CS septic tank was replaced, Karundu PS ablution blocks, Donatus ablution blocks Okakarara SS ablution blocks, Paresis Boys Hostel ablution blocks and one storeroom converted into a classroom at Khorab JSS. These projects were funded by the Ministry of Education, LUX Development and Namibia Association of Norway (NAMAS).

·         In addition, 5 classrooms were built at Okaepe PS, 4 classrooms at Omulungu PS and the hall at the Regional Office was converted into 12 offices for the personnel division. The new Circuit Office in Grootfontein was officially opened on the 29^th July 2005.  

Inauguration of Grootfontein Circuit Office

HIV and AIDS Awareness

The region is committed to raise awareness of HIV and AIDS through the office of the RACE Co-ordinator in schools and communities. The HIV and AIDS Awareness Week was also launched in collaboration with the opening of the New Start Centre in the Region and 165 teachers were trained in Beginning Counselling Skills as Lay-Counsellors. The National event of World Aids Day was celebrated in the region in collaboration with HAMU for the first time in Tsumkwe Constituency and the aim was to raise the awareness level of the pandemic in marginalised communities.

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HOSTEL MANAGEMENT  

Chief Hostel and Superintendents Workshop

ADVISORY SERVICES AND INSPECTORATE 

In order to ensure quality education in schools, Advisory Services and the Inspectorate visited teachers in classroom situations. Support and guidance were given to teachers to ensure quality teaching and learning. Best performing schools and teachers that showed academic improvements received certificates from the Regional Office as a sign of appreciation and recognition for their inputs in education.  

TRAINING

Lower Primary teachers for Grades 3 and 4 were trained on the New Revised Curriculum for implementation in 2006. The Inspectorate and Advisory Services trained most School Principals on the National Standards and Performance Indicators for schools in Namibia .  Multi-Grade teacher training workshops in the Tsumkwe Constituency were conducted with financial support from Namibia Association of Norway (NAMAS) in order to empower teachers on how to cope with multi-grade classes.  One San teacher at Tsumkwe and one student teacher were among the delegates sent to Norway to attend the Conference on Indigenous Peoples at Tromsø University , Norway .  School board Chairpersons and Principals were trained in maintenance of schools and finances, handling of learners and staff discipline, as well as staff recruitments and selections.    

LITERACY PROGRAMMES  

Progress was made during the course of the year with the recruitment of 114 Literacy Promoters in the region whereas communities continued to be mobilized to take part in literacy programmes. The region enrolled a total of 2,235 adult learners consisting of 1,012 male and 1,223 female learners. The total number of adult learners who completed Literacy Programmes was 1330 of which 287 were males and 743 were females. Family literacy centres were also opened in three areas namely Okahitua, Okakarara Settlement Areas and Okahandja at R5 School respectively. The National Literacy Day was celebrated at Kombat on 10 September 2005. A Community Learning and Development Centre (CLDC) was officially opened in Tsumkwe on 21 November 2005. 

PROBLEMS AND CONSTRAINTS  

·         Delays in the approval of the proposed Regional Education Office structure hampered the execution of the set objectives due to lack of personnel in key position.  In Addition, the Regional Office found it very difficult to attract professionally qualified teachers for secondary schools in remote areas such as Gam and Tsumkwe.  The shortage of advisory teachers in the region hampered the monitoring of curriculum implementation in schools.  

·         The Regional Office experienced budgetary constraints in it efforts, to address shortages in schools and other education institutions. The lack of adequate classrooms resulted in overcrowding classes which fostered the extension of afternoon sessions. The shortage of transport to execute educational programmes was another constraint which undermined the efficient and effective delivery services in the region.  

CONCLUSIONS AND RECOMMENDATIONS  

• Due to the increasing number of learners each year, the construction of planned physical facilities such as classrooms should be carried out in good time and at the same time incentives should be introduced to attract professionally qualified teachers to teach in rural areas in the region.
• The proposed Regional Educational structures should be approved and be considered as a matter of urgency in order to execute the smooth running of regional educational programmes.  The transport budget should also be increased to enable the region to execute educational programmes effectively and efficiently.

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