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Regional Directorates of Education

Kavango Region

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The Kavango Region executed its functions based on the regional objectives outlined in the 2005/2006 Annual Work plan as follows:

· to accommodate all learners in the primary school age group seeking admission to school and to enable them to progress through the system;

· to ensure that all learners with special needs receive quality education that meets set requirement;

· to co-ordinate the provision of water, electricity and furniture to both existing and newly completed schools.

The region managed to accommodate all learners (100%) who applied for Grade1 school places in 2005. All school hostel matrons, institutional workers and supervisory teachers were trained on the implementation of hostel guide and 50 mattresses were purchased for hostels. A number of workshops were held through the “girls’ education” project to equip school girls with necessary skills. A total number of 9 workshops were conducted to train school board members on educational matters. Seventy per cent Grade 4 learners and 71% of Grade 7 learners achieved basic competencies in the required subjects respectively, while 39.7% of Grade 10 learners qualified for Grade 11, and 10.6% of Grade 12 learners qualified for tertiary institution in 2005.

The Region received a total amount of N$198 790 265.00 which was spent to implement educational activities in the region. A new system was introduced based on “flexi call” recharge cards to all schools in order to balance and curb overspending on utilities, while 95% of primary schools and 100% of secondary schools were staffed in accordance with required staffing norms.

106 teachers were appointed and 53 teachers were transferred from overstaffed to understaffed schools in accordance with the required staffing norms.

The Region succeeded identified one cluster in each circuit to operate as a centre of knowledge and experience in teaching learners with special needs while all Primary Health Care workers, hospital staff and the Regional school counsellor were trained in using audiometer available at each medical hospital in the region. One teacher was trained in teaching sign language to deaf learners. The region has established 2 special classes in Rundu Circuit. A regional survey has so far identified 479 hearing impaired learners, 285 visually impaired learners and 193 physically disabled learners with special needs, in less than 50% of schools in the region.

During the 2005/2006 financial year 106 qualified teachers and 58 temporary teachers were appointed. A total number of 50 Grades 3-4 teachers received training as facilitators to conduct 9 lower primary reform workshops in which 560 teachers participated. Nine (9) teacher conferences were conducted at all 9 education circuits and 56 Cluster Centre Principals were trained in school development plans. A regional survey was conducted to identify staff computer-training needs. Three training centres were established and 56 Cluster centre secretaries were trained in computer literacy.

During the year under review, 50 RACE meetings were convened involving learners, teachers and parents while 200 AIDS clubs were established at 200 schools in the region. 280 teachers were trained in basic counselling to provide psycho - social support to learners. A total number of 203 teachers were trained in Junior Window of Hope, 104 teachers trained in Senior Window of Hope and 201 teachers received training in My Future is my Choice programme.

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The region managed to construct 18 classrooms, 20 pit-latrines, 3 administration blocks, 2 laboratories and 2 libraries during the year under review. Nine schools were placed under the “pilot” project for the policy on maintenance. Special toolboxes were handed over to the schools and the money budgeted for maintenance was well utilised.

Two new bore-holes were drilled at Imarwa Ithete Secondary School in Mpungu vlei. The supply of electricity was extended to 6 schools and 2 schools were provided with of water. More than 4000 desks and chairs were distributed to completed classrooms while 500 chairs and 600 desks were repaired during the academic year.

Factors within the region’s control:

· Effective teaching and learning was negatively affected due to teacher absenteeism as a result of long illnesses and funerals.

· In spite of the training provided to some school board members, parental involvement in education in the region has not yet reached a desirable level.

· There was a high number of learner drop-out at primary school level due to various reasons compared to the secondary level.

· Shortage of office equipment and human resources negatively affected the operations of personnel section at the Regional Office.

Factors outside the region’s control:

· Budgetary constraints made it extremely difficult to purchase adequate textbooks and stationery for schools.

· Delays in processing requisitions and tenders for renovations/repairs of buildings and delays in the implementation of a nationwide strategy for upgrading of physical facilities were the other constraints, in addition to delays processing staff appointments.

· The remaining funds earmarked for capital and renovation projects for the 2005/6 financial year should be transferred to the Regional Council account to be used in the new financial year.

· The Regional Director to be allowed to approve submissions for workshops and S&T to avoid unnecessary delays in the carrying out of activities.

· Schools should receive their budget allocations directly from HQ and be held accountable for the financial expenditure to address lack of text books and stationery.

· Capacity building workshops for education officers, inspectors and relevant officials on ETSIP implementation should be carried out.

· The region needs extra funds to be made available for the establishment of a special school in the region.

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