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Regional Directorates of Education

Caprivi Region

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In order to help achieve the broad goals of the Ministry the region set for itself following objectives:

· Introducing new and maintaining all existing educational programmes aimed at empowering Namibians to develop artistically, culturally and economically;

· Enhancing capacity building among the employees of the ministry;

· Providing support and guidance to schools to ensure quality teaching and learning;

· Ensuring that schools are managed effectively in a participatory manner;

· Providing and maintaining the necessary physical facilities that create a conducive learning environment;2.6

· Developing a fair, transparent and equitable system for allocating resources to schools in the region;

· 2.7 Encouraging the development of life long learning in the region; and,

· 2.8 Raising awareness of HIV and AIDS, and other health related issues in schools 

3MAIN ACTIVITIES AND ACHIEVEMENTS

The support services division carried our stock taking and inspections at fifty seven points; procured and delivered all available school materials; compiled the annual statements and accounts of the Auditor General’s report; and, conducted ten Regional Economizing Committee Meetings.

The following activities aimed at raising awareness of HIV and AIDS and other health related issues in schools were carried out:

· Trained 44 and 84 teachers in basic counselling skills and bereavement counselling respectively;

· Trained 24 Education officers through IBIS School Board Support Project, in Circles of Support and School Development;

· Trained 171 school board members in Circles of Support School Board Development;

· Developed and conducted refresher courses in schools for counselling support group teachers and school managers;

· Distributed second hand clothing donated through FAWENA to 130 OVC;

· Trained 45 and 65 teachers as Junior and Senior “Window of Hope” club facilitators respectively;

· Recruited, trained and deployed 21 youths as “My Future is My Choice” facilitators in 21 schools;

· Secured placement for 6 learners with special needs;

· Expedited referrals for brain scan, hearing screening and visual impairment testing;

· Collaborated with Cheshire Homes on outreach programme for OVC.

      3.3 PERSONNEL ADMINISTRATION

Th Among other things, most of the cases processed by the personnel administration were appointment (150 cases); transfers of staff within the region (70 cases) and demises (40 cases).

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The following activities were completed during the course of the year in order to provide and maintain the necessary physical facilities that create a conducive environment for teaching and learning:

· Built kitchen and dining halls at Sanjo and Simataa hostels, while Simataa boys’ hostel is under renovation as an ongoing project;

· Purchased kitchen equipment for hostels

· Eighteen classrooms were built through Luhamoho Project;

· Renovated of 8 classrooms through Lux-Development funding;

· Opened a new primary school to accommodate about 700 learners;

· Completed extensions to four Circuit Offices;

· Fully implemented the prescribed staffing norms;

· Implemented an early admission system, giving first priority to OVC. 

· Established HIV/AIDS committees at hostels.

 3.6In addition Advisory Teachers visited 15 schools for support and guidance and the Katima TRC hosted 80 Workshops. The 3.7 EXAMINATIONS AND ASSESSMENT trained school managers on registering of learners for Grades 10 and 12, and visited all Grade 7, 10 and 12 schools to verify the suitability of storage facilities for examination materials.

PROBLEMS AND CONSTRAINTS

· No examination halls in most of the schools;

· Lack of reliable transport and other resources;

· Lack of teachers in critical subjects such as Mathematics and Physical Science;

· Chronic illnesses among staff members negatively affect learners’ performance;

· Delays in the replacement of teachers;

· Some textbooks and school stationery ordered are not readily supplied while some are said to be out of print;

· Some of the stock control points could not be reached due to limited funds;

· No provision is made for Grade 7 learners with hearing impairment at Katima;

· Delays in approval of contracts for expatriate teachers;

· Lack of manpower in some sections due to unfilled vacates;

 

CONCLUSION AND RECOMMENDATIONS

All the regional programmes could not be fully implemented due to lack of reliable transport and budgetary constraints.

· Suitable and reliable vehicles should be provided to the Regional Office.

· Construct examination halls at schools with external classes.

· Fill all vacant posts on establishment.

· The processing of work permits to be treated as a matter of urgency.

· School managers and the Regional Education Forum to support and monitor the involvement of school boards in school activities.

Resources should be made available in order to carry out all planned activities more efficiently and effectively.

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© Ministry of Education - Namibia 2008
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