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Namibia
MINISTRY OF EDUCATION
Managing Change
Namibian Approach
INTRODUCTION
Historical legacy Education based on segregation and
racismUndemocraticUnrepresentative Inaccessible to majority
Transformation
(Change Became inevitable)
Four Major Goals
=Access=Equity=Quality=Democracy
Why? Goals
To address apartheid legacy -To transform education systemTo open up schools -accessEquitable distribution of educational
resourcesQuality education for allStakeholder participation -Democracy
Initiatives for change
1. Namibia Vision 2030 2. Education Training Sector Improvement
Program(ETSIP)
3. National Standards and performance Indicators for Schools in Namibia(NSPI)
3. Clustering System 4. The National Curriculum for Basic Education
Namibia Vision 2030
Prosperity,Harmony, Peace & Political Stability
Namibia Vision 2030
-Namibia’s most significant statement on National Development
Long term development framework for the country to be prosperous and industrialized nation, develop by her human resources, enjoying peace, harmony and political stability.
The Goal of NamibiaVision 2030
To improve the quality of life of the citizens to the level of their counterparts in the developed world.
Objectives
1.Namibia to be fair gender responsive , caring and committed nation.
2.Create effective and democratic political system
3.-Transform Namibia into an industrialized country
4.Ensure development of ‘natural capital” and sustainable utilization.
5. Transformation of Namibia into a knowledge-based society.
ETSIP
ETSIP
Is a fifteen year strategic plan(2006-2020) developed in response to demands of Vision 2030.
ETSIP- Main aim
To improve quality of education and for it to be effective,relevant,responsive in addition to creating equality in educational opportunity.
ETSIP 9 Sub-Programs 1. Early Childhood Development and Pre-Primary
Education
2. General Education
3. Vocational Education and Training
4. Tertiary Education and Training
5. Adult Education and Lifelong Learning
ETSIP 9 Sub-programs (Continues)6. HIV/AIDS
7. ICTs in Education
8. Knowledge creation and innovation
9. -Capacity development
NSPI
Tool initiated by Ministry of Education to monitor, evaluate and support by bringing Namibian schools at the same level.
NSPI: Seven key areas
1. Provision of resources 2. Curriculum and attainment 3. The teaching and learning process 4. The school as a social unit 5. -Management and leadership of school 6. Links with parents and community 7. Links with other schools and region.
Clustering system in Namibia
Grouping of schools that are geographically close and accessible to each other.
Headed by a cluster-centre principal.
Role of clustering Improving the quality of teaching and learning Management applications –assistance Empowerment Improved efficiency Staff allocation to address norms Training Community involvement Planning & access to schooling
The National Curriculum for Basic Education Introduced in 2010-to be inline with ETSIP
Purpose of revision was an effort to make it more relevant to the needs of Namibia & to improve the quality of education.
National Curriculum: Aims: Serves as official policy for teaching,learning and
assessment. Giving direction to planning, organizing & implementing
teaching and learning. Teaching & learning directed at developing high order
thinking skills.
How is change being managed?1. Training and support
2. Monitoring and evaluation
3. Decentralization
Training & Support National Institute for Educational
Development (NIED)
Advisory Services
Regional Training Committees
International Partners (Volunteers)
Monitoring & Evaluation Through National External School Evaluation
Program
School Self Evaluation (SSE)
Teacher Self Evaluation (TSE)
Decentralization Extension of regions (From 7 to 13).
Each headed by Regional Directors.
New structures in Regions
Clustering
School boards (Governance)
Map of 13 Regions
Recent research on managing change Aipinge -Clustering
Mungunda-Participative Management
Johannes - NSPI
Shekupakela-Nelulu Learners involvement in School Governance
Niitembu -School Governance
Participative Management:Findings. Stakeholders involvement in decision
making.Participative leadership not to be
confine to decision-making only.Added advantage of enabling the
establishment of common goal,vision & mission.
Mungunda: recommendationsCollegial process and strategies to be
sustain and effectively manage by way of ongoing transformational leadership.
Leadership and Management programs direly needed in Namibia.
Clustering: AipingeFindings
Leadership & Management approaches employed have a significant effect on the cluster’s functioning.
CCPs provided professional and academic support to teachers and principals.
CCP coordinate and organize cluster activities effectively.
Leadership is distributed among cluster members through sub-committees.
Aipinge RecommendationsFormalize school cluster system(SCS)-
national policy.Provision of resources,infrastructure
and other technical supportDevelop a tailor-made program for
cluster leadership and management in the curriculum.
Shekupakela-Nelulu:School Governance: Findings
A notion of school governance widely accepted. Challenges with regard to practice. Absence of national documents that outlines
the roles and functions of Learners Representative Council(LRS)
Schools have little direction about the role of LRCs-given little attention.
LRCs not regarded as true role players.
Governance: Recommendations National policy be drafted that
legitimates the role of students in school governance.
Policy to provide direction.Training programs for LRCs Further research
Niitembu:Governance- FindingsLack of understanding of policy and
responsibility.Low level of basic qualification.Positive involvement.Teamwork.
Niitembu: Recommendations
More Training of SB – preferably in local languages.
Improvement in literacy level of parental representation on SB.
Johannes: NSPI=Findings Good progress in the implementation of
NSPIs in few schools. SSEs,TSEs,SDPs & target settings
conducted almost always supply unreliable information.
Need for continues training of principals ,teachers and parents with regard to implementation of NSPI.
Lack of monitoring.
NSPI (recommendations) Principals to be provided with support to equip
them with necessary skills to effectively implement change.
Intensive training for all principals,HODs,teachers & school Board members.
Embarking on vigorous awareness campaign directed to school leaders to explain the benefits of an honest School Self Evaluation.
Lack of leadership and management skills on part of school leaders to be addressed for provision of quality education.
Conclusion Namibia has embarked on number of
initiatives. There is a general level of acceptance for
those initiatives that were introduced which is visible through stakeholders cooperation.
But in the same, there are challenges in terms of policy implementation and budgetary allocation.
Yes, we are quite positive and please with the way that change has been managed.
Thank You