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Regional Directorates of Education

Khomas Region

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during the year under review, Khomas region has set itself the following objectives:

· To reduce the illiteracy rate among the adult population in the Khomas region;

· To improve asset management, financial administration and service delivery of the Personnel and Finance Offices;

· To strengthen and improve counselling and support to OVCs, children with emotional and behavioural difficulties and learners in need of special education;

· To implement continuing life skills, sexual health and HIV and AIDS education prevention programmes in all educational institutions for all learners, students, education sector employees and stakeholders;

· To expand physical facilities and to improve the condition of existing facilities;

· To improve the quality of education by strengthening the management of schools, to improve and strengthen teaching and learning in schools.

for the year 2005/2006 with the overall aim of improving access to quality education for the residents of the region:

One hundred and twenty four literacy promoters were recruited to teach 1712 adults of which 1071 received certificates. The Family Literacy Programme was implemented at Martti Ahtisaari, Namutoni and Dr. Frans Indongo primary schools, and altogether 50 parents enrolled for the programme and should be able to assist their children with homework. The Maxuilili Community Learning and Development Centre managed to establish partnerships with the Ministry of Health, The Ministry of Home Affairs, the Legal Assistance Centre and the Adult Skills Development Trust as a result over 100 people were trained in basic business skills.

The Regional Transport Committee was re-instituted and some problems were alleviated through the rental of seven sedans and two pickups. Committees to deal with issues of budgeting and government housing were established. The new Uniform Stock Control System has been fully implemented. The backlog of S&T claims and Creditors’ accounts have been eliminated, and an up-to-date commitment register is in place with monthly CLI reconciliation. Sixteen sub-receivers were inspected and a database was implemented to calculate payouts of leave gratuities.

Inspections at hostels and schools to find out the reasons for high utility bills were carried out, saving measures have been introduced and all water and electricity accounts which were in arrears have been settled. The Personnel Office was restructured through the creation of the new sections, namely, Recruitment, Staff Maintenance and Leave.

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Thirty eight (38) referral cases of learners were registered and handled by the Counselling Support Groups (CSG’s) and DATS. Twelve Cluster Facilitators were trained in the advanced course of Play Therapy. The region has been provided with an Assistant Regional School Counsellor who handled the admission of OVCs and overage learners during the crisis of admissions. Currently seven overage learners identified learners are receiving lessons from a volunteer at one of the orphanages. Training in the use of the Cumulative Record cards system has been carried out at all schools.

Most HIV and AIDS planned programmes such as AIDS Awareness Week and awareness workshops for school principals were implemented. The Window of Hope Programme was successfully implemented through committed and enthusiastic facilitator/contact teachers.

School places were secured for an additional 1200 learners in Khomas Region, as a result, temporary afternoon sessions were opened at some schools for Grades 1, 8 and 11. The building of 49 new classrooms has started and will accommodate these learners during the second term of 2006. The Maintenance Pilot Programme was implemented at three schools while renovation work to the value of N$1.4 million was done at 28 schools.

School Inspectors visited 80% of the schools for induction and training of principals, Heads of Department and School Boards in financial control of School Development Funds, the role of HODs in curricular issues, discipline and the interpretation of the Education Act and Regulations.

Special interventions such as classroom management and teaching demonstrations were conducted at farm schools to help strengthen teaching and learning. With the assistance of UNICEF and IECD a special programme was designed to address weaknesses and shortcomings pertaining to multi-Grade teaching at these schools. Inspectors and Advisory Teachers visited selected primary schools to address the problems identified in the SACMEQ report regarding the reading competencies of learners. Teachers were advised on teaching methods and adjustments were made to timetables. Motivational talks were held at some schools with Grades 10 and 12 learners, which resulted in improvement of results at those schools. Inspectors and Advisory Teachers also provided support to Cluster Centers. All principals were trained in the implementation of National Standards and Performance Indicators.

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Advisory Teachers carried out a total of 127 visits to various schools. As a result, monitoring was done to ensure that all subjects, including non-promotional subjects, were being taught. The role of the school management in instructional leadership was emphasized. In addition, Advisory Teachers met with teachers at cluster meetings to iron out problem areas in the teaching of certain subjects. Namibian African Languages were introduced at various primary schools for the use of these languages as a Medium of Instruction. All Grade 3 and 4 teachers were trained and prepared for the implementation of the revised curriculum.

A Regional Conference to address the quality of education was attended by 160 teachers including principals of all schools in the region. Topics discussed among others included Discipline, the results of the SACMEQ Report, Tracer Studies as well as the Performance of Khomas schools in JSC and IGCSE examinations.

Problems and Constraints

· Lack of transport hampered visits to schools and literacy centres. Emergencies at schools could often not be attended to immediately.

· Shortage of computers, staff capacity, server and Internet, both at regional office and schools, is hampering work performance and effective service delivery.

· Overcrowding of schools and creation of numerous double sessions are hampering the implementation of compensatory teaching.

· The lack of special classes at some schools disadvantages a significant number of learners who cannot cope in the mainstream.

· The heavy workload of principals and lack of financial support to Cluster Canters hamper the smooth implementation of the cluster system.

· Budgetary constraints caused a shortage of necessary teaching and learning materials, especially for the newly created classes.

· Smooth running and efficient management at some large schools was hampered by the lack of additional teachers as per staffing norms.

· The slow process of decentralization is affecting the performance of the shared staff such the REO, Planner and Financial Advisor.

· The Ministry of Works’ delay in the processing of open tenders caused losses of Capital Budget funds, contributing to overcrowding at schools.

· Poor and un-coordinated communication with HAMU hampered the effective functioning of the Region and schools to efficiently implement HIV Programmes.

· Insufficient budgetary provision to cater for population growth of 4% in the region leads to crises at the beginning of every year.

Conclusion and Recommendations

· Decentralization should be speeded up.

· Budgeting should be increased based on the previous year’s actual expenditure. An extra amount should be set aside to address the increasing needs at the beginning of the year. Budgetary provision should be made for additional teachers to be appointed at large schools. Budgetary provision for IT for regions should be seriously looked at, to ensure effective implementation of HRIMS and IFMS.

· The staffing norms of Personnel and Finance Offices should be revised.

· Hopefully communication between the Regional Office and HAMU will improve due to staffing at both offices. Expansion of the Window of Hope Programme should be considered in order to reach more learners.

· Staffing at Clusters Centres should be looked at seriously to ensure proper functioning of the system and ensure smooth implementation of the National Standards and Performance Indicators.

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