GUIDELINES FOR PROMOTIONAL POST IN THE TEACHING PROFESSION

1. Namibian constitution
 Article 3
 Article 5
 Article 8
 Article 10
 Article 15
 Article 19
 Article 20
 Article 21
 Article 22
2. Education act 16 of 2001
3. Regulations made under the education act :GRN Gazette no. 2841: 28.10.2002
 School board
 Learners suspension
 Admission
 The code of conduct for teaching service
4. Public service act 13 of 1995
 Public service staff rules: Leaves of absences
 Public service staff rules: Disciplinary and Misconduct
 Grievance procedures for teachers and learners
 Public service code of conduct
 Performance management system
5. Public service charter
6. Customer service charter
 Core value of the MOEAC
7. Namibia Broad Curriculum for Basic Education :2016
 The new revised/reformed curriculum
 Change in the revised curriculum
 Year of implementation
 Challenges facing the implementation of the new curriculum
8. ETSIP document
9. National standards and performance indicator for school in Namibia
 Quality assurance
 Keys areas and performance Indicators
 SDP & PAAI
 Continuous monitoring system at secondary/primary
10. National standards for teachers in Namibia
11. Strategic plan for the Ministry of Education
12. Vision 2030
13. NDP 5
14. Harambee Prosperity plan [HPP]
15. Sustainable Development Goals : SDGS
16. Staffing Norms for schools in Namibia

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17. Guidelines for the administration of school finance
 Guideline for the administration of school finance (UPE/USE)
 Votes of the UPE/USE
 Budget
 How to accept donation at government institution
18. Instructional leadership: Job descriptions
 School principals
 HOD
 Teachers
19. Policies:
 Promotional policy for schools in Namibia
 Language policy
 Assessment policy
 Education sector policy for the prevention and management of learner
pregnancy.
 Sector policy on HIV/AIDS
 Sector policy on Inclusive education
 Sector policy for orphans and vulnerable children
 Text book policy
 National school feeding programme
 Learner support programme
 School office
 Cluster system
 Library policy
 NSSF National Safe Schools Framework

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 CHAPTER 1
NAMIBIAN CONSTITUTION
Article 3 Language
(1) The official language of Namibia shall be English.
(2) Nothing contained in this Constitution shall prohibit the use of any other language as a
medium of instruction in private schools or in schools financed or subsidised by the State,
subject to compliance with such requirements as may be imposed by law, to ensure
proficiency in the official language, or for pedagogic reasons.
(3) Nothing contained in Sub-Article (1) hereof shall preclude legislation by Parliament
which permits the use of a language other than English for legislative, administrative and
judicial purposes in regions or areas where such other language or languages are spoken by a
substantial component of the population.

Article 5 Protection of Fundamental Rights and Freedoms

The fundamental rights and freedoms enshrined in this Chapter shall be respected and upheld
by the Executive, Legislature and Judiciary and all organs of the Government and its agencies
and, where applicable to them, by all natural and legal persons in Namibia, and shall be
enforceable by the Courts in the manner hereinafter prescribed.

Article 8 Respect for Human Dignity

(1) The dignity of all persons shall be inviolable.
(2) (a) In any judicial proceedings or in other proceedings before any organ of the State, and
during the enforcement of a penalty, respect for human dignity shall be guaranteed.
(b) No persons shall be subject to torture or to cruel, inhuman or degrading treatment or
punishment.

Article 10 Equality and Freedom from Discrimination

(1) All persons shall be equal before the law.
(2) No persons may be discriminated against on the grounds of sex, race, colour, ethnic
origin, religion, creed or social or economic status.

Article 15 Children's Rights

(1) Children shall have the right from birth to a name, the right to acquire a nationality and,
subject to legislation enacted in the best interests of children, as far as possible the right to
know and be cared for by their parents.
(2) Children are entitled to be protected from economic exploitation and shall not be
employed in or required to perform work that is likely to be hazardous or to interfere with
their education, or to be harmful to their health or physical, mental, spiritual, moral or social
development. For the purposes of this Sub Article children shall be persons under the age of
sixteen (16) years.
(3) No children under the age of fourteen (14) years shall be employed to work in any factory
or mine, save under conditions and circumstances regulated by Act of Parliament. Nothing in
this Sub-Article shall be construed as derogating in any way from Sub-Article (2) hereof.

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(4) Any arrangement or scheme employed on any farm or other undertaking, the object or
effect of which is to compel the minor children of an employee to work for or in the interest
of the employer of such employee, shall for the purposes of Article 9 hereof be deemed to
constitute an arrangement or scheme to compel the performance of forced labour.
(5) No law authorising preventive detention shall permit children under the age of sixteen
(16) years to be detained.

Article 18 Administrative Justice

Administrative bodies and administrative officials shall act fairly and reasonably and comply
with the requirements imposed upon such bodies and officials by common law and any
relevant legislation, and persons aggrieved by the exercise of such acts and decisions shall
have the right to seek redress before a competent Court or Tribunal.

Article 19 Culture
Every person shall be entitled to enjoy, practise, profess, maintain and promote any culture,
language, tradition or religion subject to the terms of this Constitution and further subject to
the condition that the rights protected by this Article do not impinge upon the rights of others
or the national interest.

Article 20 Educations
(1) All persons shall have the right to education.
(2) Primary education shall be compulsory and will be provided free of charge.
(3) Children shall not be allowed to leave school until they have completed their primary
education or have attained the age of sixteen (16) years.
(4) All persons shall have the right, at their own expense, to establish and to maintain private
schools, or colleges or other institutions of tertiary education: provided that:
(a) Such schools, colleges or institutions of tertiary education are registered with a
Government department in accordance with any law authorising and regulating such
registration;
(b) The standards maintained by such schools, colleges or institutions of tertiary education
are not inferior to the standards maintained in comparable schools, colleges or institutions of
tertiary education funded by the State;
(c) No restrictions of whatever nature are imposed with respect to the admission of pupils
based on race, colour or creed;
(d) No restrictions of whatever nature are imposed with respect to the recruitment of staff
based on race or colour.

Article 21 Fundamental Freedoms

(1) All persons shall have the right to:
(a) Freedom of speech and expression, which shall include freedom of the press and other
media;
(b) Freedom of thought, conscience and belief, which shall include academic freedom in
institutions of higher learning;

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(c) Freedom to practise any religion and to manifest such practice;
(d) Assemble peaceably and without arms;
(e) Freedom of association, which shall include freedom to form and join associations or
unions, including trade unions and political parties;
(f) Withhold their labour without being exposed to criminal penalties;
(g) Move freely throughout Namibia;
(h) Reside and settle in any part of Namibia;
(i) Leave and return to Namibia;
(j) Practise any profession, or carry on any occupation, trade or business.

Article 22 Limitation upon Fundamental Rights and Freedoms

Whenever or wherever in terms of this Constitution the limitation of any fundamental rights
or freedoms contemplated by this Chapter is authorised, any law providing for such limitation
shall:
(a) Be of general application, shall not negate the essential content thereof, and shall not be
aimed at a particular individual;
(b) Specify the ascertainable extent of such limitation and identify the Article or Articles
hereof on which authority to enact such limitation is claimed to rest.

CHAPTER 2

EDUCATION ACT 16 OF 2001

SCHOOL BOARDS

ESTABLISHMENT OF SCHOOL BOARDS FOR STATE SCHOOLS

SECTION 16
 |Every state school must establish a school board to administer the affairs and
promote the development of the school and learners of the school.

POWERS AND FUNCTIONS OF SCHOOL BOARD

SECTION 17
 To develop the mission, goals and objectives of the school.
 To advise the school's management on the extra-mural curriculum of the school.
 To advise the regional director of education on educational needs and the curriculum
of the school.
 To recommend to the Permanent Secretary the appointment of teachers and other
staff members at the school.
 To allow the reasonable use of the school facilities for community purposes.

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  To consider any case of misconduct by a learner or staff member of the school with
the aim to-
 Ensure that such misconduct is properly investigated; and
 Recommend to the Permanent Secretary the appropriate disciplinary measures to be
taken regarding serious misconduct of a learner; and
 To exercise other powers and perform other duties and functions as may be authorized
or imposed by or under this Act.

IN ADDITION TO THE POWERS AND FUNCTIONS REFERRED TO IN SECTION

17 OF THE ACT, A SCHOOL BOARD (regulations)

(a) Functions as the body through which the community of the school is able to participate in
the administration of the school and its activities;
(b) Advises and makes recommendations to the PS regarding matters which concern the
welfare and interest of the school;
(c) Subject to the Public Service Act, makes recommendations to the PS with regard to the
promotion and transfer of teachers and other staff members;
(d) Investigates any complaint affecting the school, and, if necessary, refers such complaint to
the Permanent Secretary;
(e) Considers inspection reports referred to in section 66 of the Act and, where necessary,
makes recommendations to the Permanent Secretary on any matter mentioned in or resulting
from such reports.
(f) is responsible for the supervision of buildings, sites, fencing and accessories of the school
concerned, and advises the Permanent Secretary on any shortcomings regarding such
buildings, sites, fencing and accessories; and
(g) performs any task which the Permanent Secretary may direct school boards in general or a
school board in particular to perform.

THE SCHOOL BOARD

The SB is an advisory and governing body at the school level. It represents the parents,
teachers and learners. It is relevant to the entire school community.

RIGHTS AND RESPONSIBILITIES OF THE SCHOOL BOARD

Each school board is responsible to its community to govern the school efficiently and
effectively.

SB MEMBERS HAVE THE RIGHT TO:

• Express their views freely and without prejudice at SB meetings;

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• Visit the school regularly and at any time;

• Take legal action against any wrong doing by members of the school community in
accordance with the Education Act and regulations made under the Education Act, Act 16 of
2001; and

• Take consensual decisions based on the specific context of the school within the parameters
of the statutory laws and regulations.

THE MAIN RESPONSIBILITIES OF THE SCHOOL BOARD ARE TO:

• Develop the vision and policies of their school;

• Recommend staff appointments;

• Develop and maintain the school infrastructure;

• Promote school welfare;

• Communicate with parents/guardians and the community;

• Establish committees for managing and supporting specific functions.

• Administer the school finances

• Ensure the establishment and management of funds are aligned with the Universal
Primary Education (UPE) and the Universal Secondary Education (USE)
requirements; and

• Monitor and support teaching and learning outcomes to ensure quality education.

THE PRINCIPAL ROLES IN THE SCHOOL BOARD

• Ensuring that the school board is properly elected and constituted, that it conducts its
business correctly in compliance with the act and regulations and work actively in the best
interest of the school and its learners.

• The principal should guide and advise the SB in all matters.

SPECIFIC RESPONSIBILITIES OF THE PRINCIPAL REGARDING

THE SCHOOL BOARD.
 Have a copy of the, education act, regulations on school board, regulation on UPE/USE
 Explain the policy, act and regulation to ensure that the school board conducts its
affairs in line with legal provisions and procedures.

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  The principal supervise and monitor that all secretarial work of SB is done effectively
an in good time, right at the school.
 Facilitate the school board election.
 The principal must guide and assist the SB to diligently and correctly execute its
factions and powers as refers to in section 17 of the act.

CONSTITUTION OF SCHOOL BOARD

SECTION 18

(1) A school board consists of the prescribed number of not less than five and not more than
13 voting members, who must be -
 School parents who are not employed at the school;
 Teachers at the school;
 The principal of the school; and
 In the case of a secondary school, not more than two learners at the school
nominated by the Learners' Representative Council.
(2) School parents must constitute the majority of members of a school board.
(3) The Minister may approve the constitution of a school board which differs from the
constitution if:
 The school board has applied in writing to the Minister for a different constitution
 The Minister is satisfied that such constitution is in the best interests of education at
the school.
(4) If a member of a school board has a direct personal interest in any matter under discussion
by the board, that member must not take part in any discussion or decision on the matter, or
be present at a meeting at which the matter is being discussed.

ELECTION OF MEMBERS OF SCHOOL BOARD

SECTION 19
(1) The election of parents and teachers to a school board must be conducted by a staff
member designated by the Permanent Secretary and who is not employed at the school
concerned.
(2) Elections conducted:
 By secret ballot; or
 Where appropriate, with the approval of the Minister, by a show of hands.
(3) A school board must, from amongst its members, elect as office-bearers of the school
board-
 A chairperson, a secretary and a treasurer.
(4) A principal, teacher or learner of the school must not serve as chairperson of the school
board.
(5) A member of a school board holds office for a term of three years and is eligible for re-
election at the expiration of that term.

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(6) A member of a school board must sign the prescribed oath of secrecy on the date of
assumption of his or her duty as such member.

REGULATION UNDER THE EDUCATION ACT 16 OF 2001 (THE ELECTION OF

THE SCHOOL BOARD MEMBER AND HOW TO CONDUCT SCHOOL BOARD
ELECTION:
 The chairperson must inform the permanent secretary on the expiry date of the term of
school board.
 The PS must appoint the presiding officer to conduct the election and determine the
date of election.
 The election must be held 30 days before the three years term of office of the SB.
 The presiding officer convenes a meeting of parents and teachers by means of 14 days
written notice served on the school.
 The quorum of the meeting must be 10% of school parents and the majority of
teachers at the school.
 If the quorum is not met, convene a 2nd meeting in 30days time.
 Parents and teacher nominate the SB members and nominees who accept the
nomination must put the acceptance in writing.
 If the presiding officer is satisfied with the nominated parent and teachers, declare the
nomination closed.
 The presiding officer can now conduct the election of the school board
 Before the election for SB, in case of secondary school LRC furnish the presiding
officer with the names of the 1 or 2 nominated LRC.
 Presiding officer will announce how the election will be conducted(ballot paper or
show of hands)
 The presiding officer should now announce the results.
 SB elected must sign the oath of secrecy
 Presiding officer conduct the election of the SB office Bearers.
 Chairperson
 Secretary
 Treasurer
 The secretary of the SB within 14days after the first meeting of SB submit to the PS
the name, address of the chairperson, secretary, treasurer and other SB member.

MEETINGS AND DECISIONS OF SCHOOL BOARD

SECTION 22

(1) The majority of the voting members of a school board form a quorum for any meeting of
a school board.
(2) The chairperson of the school board presides at all meetings of the school board.

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(3) If the chairperson is absent from any meeting, the members present must elect a member
to preside at that meeting and that member may perform all the functions and all the powers
of the chairperson.
(4) The decision of the majority of the members present at any meeting of the school board
constitutes a decision of the school board, and in the event of any equality of votes the
member presiding has a casting vote in addition to a deliberative vote.
(5) A chairperson of a school board -
 Must convene any meeting of the school board after consultation with the principal
of the school; and
 May at any time convene a special meeting of the school board.
(6) Subject to this Act, a school board may make rules of the school board governing
meetings and procedure at meetings.
(7) A member of a school board who, in the performance of his or her functions under this
Act, obtains any confidential information in relation to the affairs of the school board may
not disclose such information to any person, except -
(a) For the purpose of the performance of his or her functions under this Act; or
(b) When he or she is required to do so by a competent court of law or by or under any law.

PART VII
CLOSURE OF STATE SCHOOL OR HOSTEL
SECTION 34.
(1) The Minister may, after consultation with the Forum and the school board concerned,
close or change the site of a state school or hostel.
(2) The Minister may temporarily close any state school, class or hostel on the ground of
health or public interest.
(3) The temporary closure of a state school, class or hostel referred to in subsection (2), must
(a) Not exceed four months; and
(b) Not continue after the ground on which it was based has ceased to exist.

MEDIUM OF INSTRUCTION IN STATE SCHOOL

SECTION 35
(1) The English language is the medium of instruction in every state school.
(2) Every state school must teach the English language as a subject from the level of the
first grade.

REGISTRATION OF LEARNER FOR EDUCATION AT HOME

SECTION 52

(1) A parent may apply to the Minister for the registration of a learner to receive education at
home.
(2) The Minister may only register a learner if the Minister is satisfied that -
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(a) A situation exists that prevents the learner from attending or fully benefiting from the
regular school attendance;
(b) The registration is in the best interest of the learner;
 meets the minimum requirements of the curriculum at state schools;
 Is of a standard not inferior to the standard of education provided at state schools.
(3) The Minister may grant registration under subsection (2) subject to such conditions as the
Minister may impose.
(4) The Minister may withdraw the registration referred to in subsection (1), if-
(a) The situation contemplated in subsection (2) (a) ceases to exist;
(b) The best interest of the learner is no longer served; or
(c) The parent fails to comply with -
(i) The minimum requirements or standard referred to in subsection (2) (c); or
(ii) The conditions contemplated in subsection (3).
(5) The Minister may not withdraw the registration of a learner under subsection
(4), unless the Minister-
(a) Has informed the parent of his or her intention to withdraw the registration and the
reasons for such withdrawal; and
(b) Has granted to the parent a reasonable opportunity to make representations in relation to
such withdrawal.

PART IX
LEARNERS
COMPULSORY SCHOOL ATTENDANCE

SECTION 53
(1) School attendance is compulsory for every child from the beginning of the year in which
the child attains the age of seven years, until-
(a) The day the child completes primary education before reaching the age of
16 years; or (b) the last school day of the year in which the child reaches the age of 16
years.
(2) (a) The Minister may on grounds of health or other considerations pertaining to the
public interest, by notice in the Gazette determine that during a specified period compulsory
school attendance does not apply -
(i) To children who reside in a geographic area which is specified in the notice; or
(ii) To children of an age group which is specified in the notice; or
(b) Exempt a child entirely or partially from compulsory school attendance, if it is in the best
interest of the child or in the public interest.
(3) The parent of a child for whom regular school attendance is compulsory, must ensure that
such child is registered with a school and regularly attends school.
(4) The Minister may appoint any staff member to investigate the registration and the school
attendance of any child for whom school attendance is compulsory.
(5) If the parent of a child referred to in subsection (3), fails or refuses to comply with
subsection (3), the Minister must issue a notice in writing to the parent requesting the parent
to comply with that subsection within the period specified in the notice.
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 ADMISSION OF LEARNER TO STATE SCHOOL
SECTION 54
(1) An application for admission of a learner to a state school must be made by the parent to
the principal of the school in the prescribed form.
(2) The principal must inform the applicant in writing of the outcome of the application,
whether successful or not, and if the application is unsuccessful, the reasons must be
provided.
(3) The principal must notify the Minister in writing of any learner refused admission to the
school on ground other than the school being full or the preferred subject choice not being
offered at the school, and state that reason.
(4) The parent of a learner who has been refused admission to a state school may, within 14
days from the date of receipt by such parent of the letter of refusal, appeal in writing to the
Minister against the principal's decision.
(5) The Minister, within 20 days of receipt of the appeal referred to in subsection
(4) And after considering the reasons and all the circumstances surrounding the matter and
the representations made by the parent on appeal, may take any decision the Minister thinks
fit.

CORPORAL PUNISHMENT UPON LEARNER

SECTION 56
(I) a teacher or any other person employed at a state school or hostel or private school or
hostel commits misconduct, if such teacher or person, in the performance of his or her official
duties imposes or administers corporal punishment upon a learner, or causes corporal
punishment to be imposed or administered upon a learner.
(2) For the purposes of the Labour Act, 1992 (Act No.6 of 1992), misconduct contemplated
in subsection (1) constitutes a valid and fair reason for any disciplinary action.

SUSPENSION OF LEARNER FROM STATE SCHOOL OR HOSTEL

SECTION 57
 Investigation of the case
 Determine that the nature of the misconduct dictates that the learner be removed from
school or hostel
 Charge the learner in writing,
 After a learner is charged with misconduct, invite a disciplinary committee for a
hearing
 A disciplinary hearing should be conducted within 20 days,
 The chairperson of the school board should inform parents in writing notifying them
if a learner is found guilty of misconduct (within 7days)
 If requested by parents the chairperson should furnish all records and evidence

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  Parents can appeal to Permanent Secretary against the decision of the school board
within 14 days.

EXPULSION OF LEARNER FROM STATE SCHOOL OR HOSTEL

SECTION 58
(1) The Permanent Secretary, within 14 days of receipt of the recommendation of the school
board and all documents submitted to the Permanent Secretary in terms of section 57(7)(c)
and after consideration of such recommendation and documents, may expel a learner from
the state school or hostel.

(2) The Permanent Secretary must -

(a) In writing notify the parent of the PS decision to expel the learner from the state school or
hostel; or
(b) At the request of the parent made within seven days of receipt of the notification referred
to in paragraph (a), furnish the parent with-
(i) a copy of the record of proceedings, documentary evidence, reasons and
recommendation submitted to the Permanent Secretary in terms of section 57(7)( c); and (ii)
The Permanent Secretary's reasons.
(3) A parent may, within 14 days from the date of receipt of the record of proceedings,
documentary evidence, reasons and recommendation referred to in subsection (2)(b ), appeal
in writing to the Minister against-
(a) The finding of the school board or the decision of the Permanent Secretary to expel the
learner from the state school or hostel; or
(b) Both the finding of the school board and the decision of the Permanent Secretary to expel
the learner from school or hostel.
(4) The Minister, within 20 days from the date of receipt of an appeal referred to in
subsection (3) and after consideration of the documents referred to in that subsection, may-
(a) allow the appeal in whole or in part and vary or set aside the finding of the school board,
or the decision of the Permanent Secretary, or both; or
(b) Dismiss the appeal and confirm the finding of the school board, and the decision of the
Permanent Secretary.

ESTABLISHMENT OF TEACHING SERVICE

SECTION 70
There is established a service to be known as the Teaching Service.

CONSTITUTION OF TEACHING SERVICE

SECTION 71
The Teaching Service consists of the persons employed in the Public Service, suitable and
sufficient in number to provide education, both basic education and higher education, having
regard to any arrangements for the utilization of persons who are teachers by qualification but
employed otherwise than teachers.

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 OBJECT OF TEACHING SERVICE
SECTION 72
The object of the Teaching Service is-
(a) To secure the provision of education appropriate to the ages, abilities, aptitudes and needs
of the persons receiving it; and
(b) To serve the educational interests and the educational needs of all the people of the
Republic of Namibia.

CODE OF CONDUCT FOR TEACHING SERVICE

SECTION 73

The Minister, in consultation with the Minister responsible for higher education, must, in
addition to the regulations made by the Prime Minister under section 34(1)(i) of the Public
Service Act, prescribe a code of conduct for the Teaching Service which determines, among
others -
(a) The professional conduct for teachers; and
(b) The procedure to be followed and the measures to be taken in case of contravention of or
failure to comply with any provision of the code.

CHAPTER 3
REGULATIONS MADE IN TERMS OF EDUCATION ACT 16 OF 2002
SECTION 80

1. QUALIFICATIONS FOR SCHOOL PARENT TO SERVE AS MEMBER OF

SCHOOL BOARD

A school parent may not be elected as a member of a school board in terms of

regulation 3, if such parent:

(a) Someone convicted of an offence and sentenced to jail without the option of a fine.
(b) Is employed as a staff member in the management cadre in the Ministry or as an inspector
of education at the national or regional level.
(c) Is not a Namibian citizen or ordinarily resident in Namibia for at least two years;
(d) Is the spouse of a teacher who is attached to the state school for which the school board is
to be elected; or
(e) A member of a SB of another government school.

2. ELECTION OF MEMBERS OF SCHOOL BOARD

 The chairperson must inform the permanent secretary on the expiry date of the term of
school board.
 The PS must appoint the presiding officer to conduct the election and determine the
date of election.

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  The election must be held 30 days before the three years term of office of the SB.
 The presiding officer convenes a meeting of parents and teachers by means of 14 days
written notice served on the school.
 The quorum of the meeting must be 10% of school parents and the majority of
teachers at the school.
 If the quorum is not met, convene a 2nd meeting in 30days time.
 Parents and teacher nominate the SB members and nominees who accept the
nomination must put the acceptance in writing.
 If the presiding officer is satisfied with the nominated parent and teachers, declare the
nomination closed.
 The presiding officer can now conduct the election of the school board
 Before the election for SB, in case of secondary school LRC furnish the presiding
officer with the names of the 1 or 2 nominated LRC.
 Presiding officer will announce how the election will be conducted(ballot paper or
show of hands)
 The presiding officer should now announce the results.
 SB elected must sign the oath of secrecy
 Presiding officer conduct the election of the SB office Bearers.
 Chairperson
 Secretary
 Treasurer
 The secretary of the SB within 14 days after the first meeting of SB submit to the PS
the name, address of the chairperson, secretary, treasurer and other SB member.

MEETINGS OF SCHOOL BOARD AND COMMITTEE OF SCHOOL BOARD

(1) A school board must hold at least one meeting in each school term.
(2) The chairperson in consultation with the principal must convene the first meeting of the
school board and the SB should determine the date, time and place.
(3) The chairperson of the school board or committee of school board may convene a special
meeting of the school board.
(4) A secretary must notify the members of a school board in writing of any meeting at
least 8 days before the meeting.
(5) If a school board has not made rules for conducting its meetings, the chairperson or any
other person who acts as chairperson must determine the procedure at the meeting over which
he or she presides.
(6) If the SB does not form a quorum, the school board must postpone the meeting to a venue
and a date not less than eight days, but not exceeding 14 days.
(b) The secretary must give all members of the school board or committee of the school board
notice in writing of the date and venue of a meeting.
(7) Only SB member must attend the school board meeting.

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(9) The Permanent Secretary may attend, or nominate a staff member in the Ministry, to
attend any meeting of a school board or committee of a school board as observer or in an
advisory capacity.
(10)
(a) A secretary must keep minutes of every meeting of a school board.
(b) The minutes of each meeting must be laid before the school board or committee of the
school board at its next meeting for adoption.
(c) If requested thereto by the Permanent Secretary, the secretary must forward to him or her
copy of the minutes of any meeting.
(d) A member of a school board or committee of a school board or a duly authorized staff
member in the Ministry has access to the minutes of any meeting of the school board or
committee of the school board.
(11) The validity of any act, decision or proceedings of a school board or committee of a
school board may not be invalidated by the reason that there was a vacancy amongst its
members or by any defect in the appointment of any of its members.
(12) A member of a school board or committee of a school board may not receive
remuneration for being such a member, or be entitled to transport or accommodation
allowance, but such member may be compensated for expense s incurred by him or her to
which the school development fund is liable, if the school board or committee has given a
prior approval.

LEARNER IN STATE SCHOOL: ADMISSION TO STATE SCHOOL

SECTION 23
(1) An application for admission of a learner to a state school referred to in section 54(1) of
the Act must be in the form of Form 1 set out in Annexure C. ·
(2) A child who is older than 10 years of age may not be admitted to the first grade in a state
school without the approval of the Permanent Secretary.
(3) If the child referred to in sub regulation (2) is under 16 years of age and the Permanent
Secretary has not approved such child’s admission to a state school, the Ministry must admit
such child to an alternative learning programme.
(4) A child may not be admitted to a state school without the approval of the Permanent
Secretary -
(a) Unless the child reaches the age of six years before January of the year in which the
child’s admission is applied for; or
(b) at any other stage than during the course of the first 10 school days of the first school
term of the year concerned, unless such child -
(i) Has already been admitted to one school during the course of those days and is only being
transferred to another school;
(ii) For health reason or other reason approved by the Permanent Secretary, was unable to
attend state school or another school during the course of those days; or
(iii) Is subject to compulsory school attendance in terms of section 53 of the Act.

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(5) A person who is older than 21 years of age may not be admitted to any grade in a state
school, unless such person had already been enrolled in a state school the previous year and
was promoted to the next grade, but rather be admitted to an adult education referred to in
section 67 of the Act or proceed with his or her education with a private education institution.

SCHOOL ATTENDANCE
SECTION: 24
(1) If a learner is absent from a state school, it is the responsibility of the parent or the
superintendent in the case of a boarder to inform the principal of the school of the learner’s
absence.
(2) If the learner is absent for more than two consecutive school days because of illness, the
principal of a state school may require a certificate by a medical practitioner or senior nurse
on the establishment of a medical centre, hospital or clinic, which -
(a) Indicates the nature of the learner’s illness; and
(b) Declares that the learner is unable to attend school during a specified period.
(3) If a learner is absent from a state school for five consecutive school days, the principal
must ascertain the cause for the learner’s absence, if it is not known.
(4) If the parent of the learner has taken that learner out of the state school contrary to the Act
or these regulations or that the learner is absent from a state school without good cause, the
principal must direct the parent of the learner in writing to return such learner to the state
school within 3 days from the date of receipt of the direction.
(5) If a parent fails or refuses to comply with the written direction.
(a) the principal must refer the matter to the Minister to be dealt with in terms of section
53(5) of the Act, if the learner referred to in sub regulation (3) is under compulsory school
attendance in terms of that section; and
(b) The learner is deemed to have been dismissed from the state school, if he or she is not
under compulsory school attendance in terms of section 53 of the Act.

TRANSFER OF LEARNER
Section 25.
(1) The Permanent Secretary:
(a) after consultation with the parents, may transfer learners from one state school to another
state school as a result of any division, classification or combination of schools as
contemplated in section 33 of the Act; or the closure of a school in terms of section 34 of the
Act; or
(b) After consultation with the parent, transfer a child in need of special education from an
ordinary state school to a special state school.
(2) The Permanent Secretary must advise a parent in writing of any learner transferred from a
state school to another state school in terms of this regulation.

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 LEARNERS’ REPRESENTATIVE COUNCIL

27.
(1) A Learners Representative Council established in terms of section 60(1) of the Act; and
which may be referred to as LRC in short, must be constituted annually during the last school
term and before the final examinations start, and must conduct its affairs in terms of its
constitution and these regulations.
(2) The LRC must be composed as follows -
(a) an equal number of elected boys and girls, except where a school enrols only boys or only
girls, and which number is one member for every 40 learners of the school, rounded off to the
nearest even number;
(b) a teacher designate by the principal from amongst the senior staff members of the school
to be the liaison teacher between LRC and the school management, and who may attend any
meeting of the LRC, but has no right to vote.
(3) Annually, within seven days after the election of members of the LRC, the elected
members must meet under the chairmanship of the liaison teacher and, by secret ballot and
simple majority vote, elect LRC office-bearers of whom at least one must be a female –
(a) A chairperson;
(b) Treasurer; and
(c) A secretary.

ELECTION COMMITTEE
28. (a) The principal must appoint an election committee consist of four members, a senior
teacher as chairperson and another teacher, both nominated by the teaching staff, and two
learners nominated by the learners.

(b) The election committee must organize and conduct the election referred to in regulation
30, count the votes and announce the results of the election at a time and place approved by
the principal.

NOMINATION AND ELECTION OF MEMBERS OF THE LRC

29. (1) (a) The election committee referred to in regulation 28, after consultation with the
teaching staff of the school and the learners, must determine the procedure for the nomination
and election of candidates for the election as members of the LRC.
(b) A learner who has been charged with misconduct as contemplated in regulation 7 during
the preceding 12 months may not be nominated.
(c) Only a learner who will be in one of the two highest grades at the school in the following
year may be nominated.
(d) A learner who is a member of the existing LRC may also nominate a candidate, and be
nominated for re-election.
(2) The nomination and election of members of the LRC is an internal matter of the school
and no campaigning, influence or involvement by a person, organization or group from
outside the school is allowed.

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 POWERS AND FUNCTIONS OF LRC
30. (1) The LRC, as a highest body of elected leaders of the learners of the school, must
(a) Promote the best interest and welfare of the school and its learners;
(b) Liaise between learners and the school management;
(c) With approval of the principal, undertake projects and programmes aimed at -
(i) Improving and maintaining the school environment and facilities;
(ii) Providing cultural, sport and social activities for learners; and
(iii) Improving the health and welfare of learners;
(d) Assist the principal and teachers to ensure adherence to the code of conduct of the school
by all learners so as to create and maintain an orderly and disciplined school environment
conducive to learning; and
(e) Perform any other reasonable tasks assigned to the LRC by the principal.
(2) The LRC may establish committees for specific functions or projects of the LRC, which
may include learners who are not members of the LRC as members, and must designate a
member of the LRC as chairperson of such committee.

REGULATION 15 MADE UNDER THE EDUCATION ACT 16 OF 2001:

CODE OF CONDUCT FOR TEACHING SERVICE

Purpose of Code
63. The Code of Conduct for Teaching Service has the following purposes –
(a) To set the basic professional requirements and minimum standards of professional
conduct for teachers;
(b) To guide the teaching profession in its quest to deliver a professional service; and
(c) To promote a sense of professionalism, accountability and responsibility among
teachers to improve effective teaching and learning.

Objectives of Code
64. (1) The objectives of the Code of Conduct for the Teaching Service are that teachers are
generally expected to -
(a) Establish a safe, disciplined and purposeful school environment dedicated to the
improvement and maintenance of the quality of the learning and teaching process;
(b) Create a caring and nurturing environment for learners to enable them to develop into
caring, honest and responsible adults;
(c) Act responsibly and in a clear and transparent manner, bearing in mind the responsibility
they hold in their communities and in society;
(d) Be aware of the imbalances that exist in any teaching situation and vow to not use their
position to override the best interests of their learners;
(e) Undertake to avoid using violence as a teaching and disciplinary tool;
(f) Execute their duty of care as imposed upon them by any Act, regulation or rule in the best
interest of the learners; and

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(g) Inform themselves about the diverse cultural backgrounds of the learners under their care,
to respect and accommodate this diversity and to adapt their classroom approaches
accordingly.
(2) The Teaching Service is committed to the general principles of public service delivery as
contained in the Public Service Charter.
(3) Teachers must maintain and adhere to the following minimum standards of professional
conduct:

A. TEACHER AND LEARNER

A teacher, in relation to learners -

(a) Must take the place of parents when a learner is officially at school and when he or she
participates in official school programmes and activities in and outside school;
(b) Must execute his or her teaching duties and assistance to learners within the framework of
the policies of the Ministry regarding the Teaching Service;
(c) Must ensure that effective teaching and learning are developed and maintained to the
maximum at school;
(d) must respect the dignity and constitutional rights of every learner without prejudice,
including the right to education, equality of culture, and the right to privacy;
(e) Must promote gender equality and refrain from any form of discrimination including on
the basis of HIV/AIDS status or health reasons;
(f) Must promote acceptable moral standards and development among learners;
(g) Must promote a sense of responsibility among learners toward themselves, their school,
peers and their community;
(h) May not, in any form, humiliate or abuse a learner (i.e. physically, emotionally or
psychologically);
(i) May not administer corporal or any other degrading punishment upon a learner;
(j) May not divulge information about a learner received in confidence or in the course of
professional duties;
(k) May not accept any form of payment for tutoring of a learner in any school subject
without the necessary permission;
(l) May not withhold a learner’s progress report as a form of disciplinary measure or for non-
payment of contribution to a school development fund;
(m) May not abuse his or her position for financial, political or personal gain;
(n) May not use language or behaviour that will undermine the confidence and respect of any
learner;
(o) may not become involved in any form of romance or sexual relations with a learner or
sexual harassment or abuse of a learner; and
(p) May not discriminate against any learner on the basis of physical or mental impairment or
disability, but assist every learner to reach his or her full potential.

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B. TEACHER AND SCHOOL AUTHORITIES AND MINISTRY

A teacher, in relation to school authorities such as school boards and learners’ representative
councils and the Ministry as employer, must -
(a) Recognise such authorities and the employer as partners;
(b) Acknowledge that such authorities and the employer have certain responsibilities and
authority;
(c) Assist such authorities and serve the employer to the best of his or her ability;
(d) Fulfil his or her contractual obligations to the best of his or her ability to the employer
until released by mutual consent or according to law;
(e) Act responsibly in relation to the execution of professional, organisational and
administrative duties; and
(f) Refrain from discussing or disclosing confidential information which he or she has
obtained in the course of his or her duties as a teacher.

C. TEACHER AND PARENTS AND COMMUNITY

A teacher, in relation to parents and a community, must -

(a) Recognise parents and the community at large as partners in education and promote good
relationship with them;
(b) Create effective communication channels between the school, parents and the community;
(c) Keep parents adequately and timeously informed about the well-being and progress of
their children;
(d) Acknowledge and recognise that his or her school serves the community, and accept
different customs, codes and beliefs within the community but simultaneously promote
national reconciliation; and
(e) Inform and advise parents and the community on matters relating to HIV/AIDS and
disability, and ministerial policies regarding HIV/AIDS and disability.

D. TEACHER AND COLLEAGUES

A teacher, in relation to colleagues -

(a) Must acknowledge the fact that his or her duties require cooperation with and the support
of colleagues;
(b) Must promote the motto of cooperation, collaboration and consultation among colleagues
on matters related to their teaching tasks;
(c) must, as an administrator, provide opportunities for colleagues to express their opinion
and bring forth suggestions regarding the administration of the school;
(d) Must respect the various responsibilities assigned to colleagues and the authority that
arises thereof, to ensure the smooth running of the school;
(e) May not undermine the confidence of parents, the community or learners in any
colleague;
(f) May not undermine the status, authority or confidence of any colleague;

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(g) may not criticise the professional competence or professional reputation of a colleague in
public, but use proper procedures to report infringements of the law, sexual relations with a
leaner, any harassment or abuse of a learner, professional incompetence and misconduct by a
colleague;
(h) May not take, because of animosity or for personal advantage, any step to secure the
dismissal of another teacher;
(i) May not discriminate against a colleague on the basis of his or her health, disability or
HIV/AIDS status; and
(j) May not sexually harass, or in any way abuse, a colleague.

E. TEACHER AND PROFESSION

A teacher, in relation to the teaching profession, must -

(a) Take his or her task as an educator seriously;
(b) Act in a manner which maintains the honour and dignity of the profession inside and
outside of school time;
(c) Accept that he or she has a professional obligation towards the continuous development of
teaching as a profession and therefore should keep abreast of developments in education;
(d) Not engage in activities which may adversely affect the quality of the teacher’s
professional service;
(e) Acknowledge that his or her attitude, dedication, self-discipline, integrity, and training
determine the quality of education;
(f) Dress in an appropriate manner for specific duties in order to enhance the image of the
profession;
(g) Under no circumstance attend school activities whether during or after formal classes
while under the influence of alcohol or any other drug;
(h) Uphold the professional conduct in order to enhance the image and status of the
profession; and
(i) Take the necessary steps to contribute through the profession to the eradication of
HIV/AIDS in the spirit of the National Policy on HIV/AIDS for the Education Sector.

F. TEACHER AND LEARNING AND TEACHING ENVIRONMENT

A teacher, in relation to learning and teaching environment, must -

(a) take reasonable steps to ensure and protect the safety of learners in schools and hostels;
ensure that schools and hostels become institutions that promote the well being and happiness
of learners;
(c) Take pride and ownership in and responsibility for the school and hostel facilities
entrusted to him or her;
(d) Foster a sense of pride and ownership in the school and hostel facilities amongst learners,
parents and the community;
(e) Inculcate in learners knowledge of and respect for Namibian National Symbols and assets;
(f) Instil in learners from an early age the need to protect, preserve and conserve the
environment.

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(3) A teacher who contravenes or fails to comply with any provision of the Code commits
misconduct and must be dealt with in terms of the Public Service Act.
(4) Subject to subsection (3), a teacher who commits misconduct, depending on the
seriousness of the act or omission that constitutes misconduct, may be given the necessary
counselling and advice and opportunity to correct his or her behaviour.
(5) A teacher charged with a criminal offence in a court of law, whether the matter is still
pending, or he or she is found guilty or not guilty of such offence, may be charged with
misconduct, if the offence constitutes misconduct in terms of or under the Education Act or
the Public Service Act.
(6) A teacher who is aggrieved or dissatisfied with an official action, order or directive may
follow the procedures provided for in Part III of Chapter J.I of the Public Service Staff
Code.

CHAPTER 4
PUBLIC SERVICE ACT 13 OF 1995
PUBLIC SERVICE STAFF RULES: LEAVE OF ABSENCE

LEGAL PROVISIONS
 Labour Act, 2007 (Act 11 of 2007)
 Social Security Act, 1994 (Act 34 of 1994
 Public Service Act, 2001 (Act 13 of 1995)
 Education Act, 2001 (Act 16 of 2001)
 Staff rules and Regulations made under these Acts

Purpose
 The purpose of leave is to give staff members time off in order to get rest.
 In case of sick leave, to allow a recovery
 To attended pressing issues: Maternity, Death, Studies etc.
 In case of death; on the application leave there is no need to attach death certificate
but to attach the form of compassionate form and present the death certificate to the
supervisor who will sign under oath as true testimony.

PROCEDURES FOR GRANTING A LEAVE TO A STAFF MEMBER

EXCEPT IN EMERGENCY CASES:
 Application
 Discussion
 Approval granted or denied
 Take leave

NB: STAFF MEMBERS SHOULD NOT GO ON LEAVE, UNLESS THEY ARE

INFORMED THAT THEIR LEAVE ARE APPROVED.

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TYPES OF LEAVE

1. VACATION LEAVE
 Lecturing teaching staff: 8days per annum
 Non-teaching personnel: 10 days per annum
 All others: 25 days per annum

2. SICK LEAVE
 87 days with full pay, per cycle (3 years)
 87 days with half pay

NB: Lapse at the end of the leave. (Ends 2015 and starts 2016) NB: Accumulative

3. SPECIAL SICK LEAVE

 Granted to a staff member to an injury sustained in an accident arising out of and in
the course of duties or a disease contracted or a result of, during his/her duties.
NB: Full remunerated for the period of incapacitated for his or her normal duties. Not
granted if accident is caused by the third party or by way of negligence

4. SPECIAL LEAVE (A)

 Natural Disasters
 Court Appearance as witness
 Sports: 20 days
 Trade Unions: 21 days

5. SPECIAL LEAVE (B)

 Examinations: 2 days equal to the number of days on which he/she must write
an examination at a recognized educational institution.
NB: Excluding any re-examination

6. STUDY LEAVE
 Study leave on 50/50 basis
 12 days p.a (accumulative)
 Special study leave with full remuneration

7. MATERNITY LEAVE
 Without pay: At least 4 weeks before the expected date and 8 weeks after
confinement.
 Using vacation credit days (to a maximum of 132 days).

8. COMPASSIONATE LEAVE
 Granted to attend to matters such as death or serious illness in the family.
 Staff members at educational and training institutions: 5 days per annum.

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  Other non-teaching staff: 10 days per annum

 Leave for elected Local Authority Councilors and representatives on other bodies to
attend meetings and / or functions
 Use vacation leave days on your credit.

LEAVE GRATUITY AT TERMINATION OF SERVICE

 In terms of PSSR D.II on leave of absent, only vacation days at your credit will be
paid out to you up to a maximum of 60 days, plus 8 days of the last year of service if
not used up. Except those who were in service at 31 August 1996 and at 31 August
2003.
 But in terms of the Labor Act 11 of 2007 states that all vacation days accumulated
will be paid out at the end of last year of service.

ABSCONDMENT
 Absence without authorization for more than 30 consecutive days requires for
automatic discharge from the public service.

9. UNPAID LEAVE
 When a staff member is given unpaid leave, supervisor should request the staff
member in writing as to why he/she did not report for duty and inform the staff
member that s/he is recommending the leave as unpaid.
 Staff member to sign acknowledgement form as well as a witness.

MEDICAL BOARDING PROCESS

BOARDING OF STAFF MEMBERS

 As staff members is physically examined by medical practitioners to determine heath

conditions of the staff member after prolonged absenteeism due to ill-health.
 The medical practitioner/doctor will then give their finding to the ministry which
determine the way forward.

PURPOSE
 The purpose of referring as staff member to a medical board is to find out whether the
staff member is fit for further services or not.

LEGAL PROVISIONS
 Public service act 1995
 Public service staff rule, D.I & F.I

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PROCEDURES TO BE FOLLOWED:
 For a stuff member to be boarded, it can be initiated by the supervisor after noticing
the prolong absenteeism of a staff members at the school.
 Supervisor should talk to their staff members in such way that they do not offended,
intimidation or frightened them.
 Supervisor should try to provide counselling services to their staff in order on how to
cope with situation.

BENEFITS OF MEDICAL BOARD

Inform the SM what s/he expects if s/he found medically unfit for further services line.
 SM will continue for with his/her medical aid.
 SM will receive monthly salary from GIPF
 SM will be paid vocation leave credit days accumulated.
 SM will receive lump sum form GIPF depend on the GIPF procedures

ADVANTAGES OF BOARDING STAFF MEMBERS:

 Boarding a SM can prevent him/her from absenteeism and abs condiment from work.
 It can prevent a staff member to go on half pay sick leave and sick leave without pay.

DISADVANTAGES: REDUCE SALARY

 If a SM is on half pay sick leave and her service terminated due to ill-health, if she
claims his/her pension benefits based on half pay salary that appear on the latest pay
slip.

SICK LEAVE CYCLE

 SM at teaching institutions are entitle to 87 sick leave days with full pay and 87 sick
leave days with half pay per cycle of 3 years.
 Unused sick leave for a particular cycle and are not to be carried forward to the next
cycle.
 Whenever the leave days are calculated weekends and public holiday must be
excluded.
 SM has the right to utilize vacation leave days available on his/her credit, in of going
on sick leave with half pay or sick leave without pay.
 Provided that such application is submitted not later that one (1) month after he/she
resumed duty.
 The number of vacation leave days shall not exceed 260 days, in cycler.

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PROCEDURES TO BE FOLLOWED IF SM IS TO BE REFERRED TO MEDICAL
BOARD

 Supervisor has to compile a comprehensive report:

 Supervisor has to indicate the nature of days the SM absent from duty.
 Supervisor has to the sick leave application as well as vacation leave taken if any
 The report has to send through the office of the inspector of education to the HR
office scrutiny.
 After the HR scrutinized the document and if he/she is in agreement will refer them to
HRO
 HR will prepare a file to the medical board with signature of the director.
 HR has to list all sick leave and vacation leave days that have been taken by SM in the
medical board form.
 The medical board forms have to be sent to be sent to the office of the Senior
Superintendent of a state hospital.
 The office of the Superintendent has to arrange two medical doctors to examine and to
determine the fitness of the staff members.
 After the doctor examined the SM, they have to send the medical board forms to the
MoHSS in Windhoek.
 The PS at the MoHSS has to scrutinize the report and sign the forms by indicating
that the SM is fit or unfit for further service.
 If the Ps of MoHSS declares that the SM is unfit, HR has to write a submission to the
Ps for the recommendation to the Ps for the SM to be discharge from the public
services due to ill-health.
 After the approval by the Ps, the will inform the SM about the discharge.
 SM has to submit the documents to claim his/her benefits.
 Board of trust fees at GIPF will determine the benefits will be paid to the SM.
 Re-appointment of a staff member after discharged from the Public service due to ill-
health.
 In terms of the PSSR F part 1, clearly started that, a person previously dismissed from
the public service on the ground of continuously ill-health, cannot be appointed in a
permanent capacity.
 Such person will only be re-appointment temporarily or on part time basis.

ARRANGEMENT AT THE SCHOOL TO COVER THE ABSENCE OF TEACHERS

NB: education of learners must continue in the absence of a teacher (for whatever reason)

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WHEN THE TEACHER AND THE PRINCIPAL KNOW BEFORE THE EVENT
THAT THE TEACHER WILL BE ABSENT FROM SCHOOL:

 Teacher must submit details of work, assignment or revision for each class to do in
his/her absence.
 Teacher with free lesson should supervise or teach in the absence of the teacher.
 If absent for 30 days, the principal must request in writing to the inspector for;
 Appointment of relief teacher
 Or temporary transfer of a teacher from another school
 Pay a relieve teacher with UPE/USE fund

IF THE TEACHER IS ABSENT WITHOUT PRIO-NOTICE:

 The teacher must notify the principal with a message or telephonically

 The principal will make arrangement for supervision of teacher’s classes.
 On the first day of return, the teacher hand in the leave form
 If not free lesson the teacher can combine classes to ensure that learners are without
supervision.

ARRANGEMENTS WHEN A STAFF MEMBER LEAVES THE SCHOOL OR

HOSTEL

When a teacher or any other staff member permanently leaves the school [resigned, retired or
transferred] he must hand in all official documents and properties of the school such as:

 Syllabus
 Scheme of work
 Textbooks and other learning materials
 Learners’ CA marks and other assessment marks
 Subject files
 Old examination question papers
 Keys
 Workshop materials
 All registers

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 PSSR E.X: MISCONDUCT AND DISCIPLINARY ACTION

The purpose of charging a staff member with misconduct and the ensuring disciplinary action
is to maintain a good standard of work and conduct required from a staff member as well as
to ensure that the rules and regulations of the Public Service are complied with.

2. LEGAL PROVISIONS
Sections 25 to 29 of the Public Service Act, 1995 (Act 13 of 1995) defines misconduct and
the procedure to follow when a staff member makes himself or herself guilty of misconduct.

3. INTRODUCTION

 In cases where the staff member concerned was appointed on probation suspension
should not be considered at all as a probationary appointment is a conditional
appointment subject to the staff member’s display of diligence and satisfactory
conduct. Any form of serious misconduct during this period should therefore be
conclusive reason to terminate the probationary appointment after the staff member
concerned has been granted the opportunity to be heard (audi alteram partem rule).

 In cases of promotion or transfer on probation a staff member cannot be discharged

from the Public Service by merely terminating his or her probation – the misconduct
procedure must be followed. To demote a staff member, the probation must be
terminated. (Refer to PSSR B.V: Filling of posts: On Probation).

 In terms of Public Service Regulation 23, it is the duty of every supervisor to take
appropriate action in every case of breach of any of the provisions of the Public
Service Act, the regulations or staff rules.

 Supervisors who fail to comply with this duty shall lay themselves open to a charge in
terms of section 25(1) (d) and (q) of the Public Service Act.

COUNSELLING

Employee shortcomings can arise for a number of reasons.

Through discussion such reasons may be put in perspective making decisions easier. This, of
course, depends on a whole range of factors including the nature of the transgression, the
extent of the damages caused and whether it has happened before.

In order to get to the source of the shortcoming, a joint problem solving approach with the
staff member should be adopted in order to -
i. Identify the real problem(s) and cause(s);
ii. Work out solutions to the problem(s);
iii. Obtain the staff member’s commitment to agreed corrective action.

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 iv. Ensure that the staff member knows what is expected of him or her i.e.
is aware of the standards and requirements of the job;
v. Ensure that the staff member has the right tools, equipment, support,
training etc. to perform the job to the required standard.
vi. Carefully appraise the staff member’s work performance and make the
staff member aware of his or her shortcomings;
vii. warn the staff member of the possibilities in terms of the Act, for
example a misconduct charge, or a discharge due to inefficiency or
incapacity, if his or her performance does not improve;
viii. Grant the staff member a reasonable opportunity (a time period) in
which to improve his or her performance.

(i) Record the dates and content of discussions as proof of them having taken place and be
signed off by both parties.

 Unless the above measures are adhered to, the Public Service Commission may not
be inclined to support punitive measures instituted against a staff member.
 A witness /workplace union representative may be present during the counselling of a
staff member.

WARNINGS WITH REGARD TO MISCONDUCT

(a) Verbal Warning

(i) Verbal warnings may be initiated by a supervisor if he/she is of the opinion that the staff
member’s behaviour is unsatisfactory, but does not warrant a written warning or more
stringent disciplinary action.
(ii) A verbal warning is normally valid for a period of three months.

(b) First Written Warning

(i) First written warnings can be given by the supervisor to the staff member when verbal
warnings for minor offences were unsuccessful or for a first serious offence.
(ii) A first written warning is normally valid for a period of six months.

(c) Second Written Warning

(i) The supervisor can issue a second written warning to the staff member if the first written
warnings were unsuccessful.

(d) Final Written Warning

(i) A final written warning can be requested by the supervisor and will be issued by the
Human Resource Practitioner under the signature of the permanent secretary concerned.
This must be done after an investigation by the supervisor.
(ii) Final written warnings can be given for major offences or for additional offences by staff
members to whom previous written warnings were issued.

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(iii) A final written warning is normally valid for a period of twelve months.

NB: A witness/workplace union representative may be present when a verbal or written

warning is given to a staff member.

GUIDELINES IN DEALING WITH ACTIONS THAT CONSTITUTE MISCONDUCT

Major Offences
(a) Examples of Major Offences
 Theft.
 Mismanagement.
 Malicious damage to State property.
 In unauthorised possession of State property.
 Driving an official vehicle under the influence of stupefying drugs/liquor.
 Intimidation.
 Incitement.
 Perjury.
 Falsification or forgery of records/documents (This includes medical certificates and
educational qualifications, etc.).
 Assault.
 Making false statements when applying for employment or undergoing a medical
examination.
 Disobeying or disregarding work-related orders.
 Inebriety or drug abuse where the lives or property of others are endangered.
 Sexual harassment.
 Revealing confidential information to unauthorised persons.
 Gross discourteousness.
 Racism.
 Tribalism.
 Corrupt practice, as defined and explained hereunder:
 Bribery
 Fraud
 Embezzlement
 Extortion
 Abuse of power
 Conflict of interest
 Abuse of privileged information
 Favouritism
 Nepotism
 Misuse of State property for private purpose
Possible action to be considered
First Offence: Charge with misconduct

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SERIOUS OFFENCES
Examples of Serious Offences:

 Illegal striking in terms of the Labour Act.

 Flagrant disregard of safety standards.
 Misuse of State property for private purposes.
 Under the influence of intoxicating liquor or stupefying drugs during official
hours of duty.
 Abusing of sick leave.
 Sleeping on duty.
 Repeated absence from the workplace while on duty.
 Repeated unauthorised and/or non-communicated absenteeism.
 Physical fighting.
 Using abusive language.
 Failure to report an accident or damage.
 Driving State vehicles without authority.
 Reckless driving of State vehicles.
 Insolence.
 Gross negligence or indolence.

POSSIBLE ACTION TO BE CONSIDERED:

(ii) First Offence: First written warning
(iii) Second Offence: Final written warning
(iv) Third Offence: Charge with misconduct

MINOR OFFENCES
Examples of Minor Offences:
o Poor time control.
o Horseplay.
o Improper conduct
o Carelessness.
o Not reporting for overtime without a reasonable excuse, after agreeing in
writing to work overtime.
o Not dressed in a clean, decent and tidy manner.

POSSIBLE ACTION TO BE CONSIDERED

(i) First Offence: Verbal warning
(ii) Second Offence: First written warning
(iii) Third Offence: Final written warning
(iv) Fourth Offence: Charge with misconduct

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GRIEVANCE PROCEDURES FOR TEACHERS ACCORDING TO PSSR I/III,
REFERENCES PUBLIC SERVICE STAFF RULES POCKET GUIDE PG 113,
GUIDELINE FOR SCHOOL PRINCIPALS IN NAMIBIA.

A grievance is an officially presented complaint initiated by an employee and relates to the

employment relationship.

STEP1

 The staff raise the dissatisfaction/discontent to the supervisor

STEP 2

 The supervisor determines the cause of the dissatisfaction/discontent

STEP 3

 The supervisor interviews the staff member and if it is within his/her power and
competencies, takes active steps within 5days to dispose of dissatisfaction.

STEP 4

 If the staff member is not satisfied with the action taken, notify the immediate
supervisor.

STEP 5

 The supervisor refers the matter to the human resources within 10 working days to
receive the complaints.

STEP 6

 If your complaint can not be addressed adequately at this level, the staff member
makes a written representation to the permanent secretary.

STEP 7

 Within 10 working days if the permanent secretary receive your written

representation, the permanent secretary submit the matter to the under secretary of the
public service commission for the matter to be investigation.

STEP 8

 If the matter is not resolved, the matter can now be taken to court for arbitration.

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GRIEVANCE PROCEDURE FOR THE LEARNERS
THE PURPOSE OF THE GRIEVANCE PROCEDURES

 To provide learners and parents with a formal medium of communication to report

complaints and have procedures in place to resolve complaints in a interactive
manner.

Step 1: Verbal report

 Parents /learners report a complaint to LRC, school counsellor/ teacher or the school
principal.
 The principal/HOD/ teacher resolve the complaint within 1 or 2 days.

Step 2 : Written notice of complaint

 A notice of the compliant to be completed.

 The committee resolve the matter with 3-4 school days.

Step 3: Matter attended to by the principal and the management team

 The principal receives the written notice/report.

 Investigate the matter by consulting all parties directly involved.
 The management team then deal with and resolve the matter.
 Notify the complaints [parent/learners] in writing
 If the outcome is accepted, the matter is resolved and the form is filled in the learner’s
files.

Step 4: Attended to by the school board

 The school board receive the complaint form report.

 The chairperson nominates members to investigate the matter.
 The school board deal and settle the matter within 5 school days

Step 5: Arbitration

 Refer the matter to the director of education.

 If not resolved take legal action

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 PSSR E.X: PUBLIC SERVICE CODE OF CONDUCT

INTRODUCTION

1. This Code of Conduct provides guidance to staff members on the behaviour expected of
them, both in their individual conduct and in their relationship with others. Compliance with
the Code will help to enhance professionalism and maintain confidence in the Public
Service.

If the provisions of this Code of Conduct are not met, the question of misconduct may arise
and staff members could be liable to disciplinary action under the Public Service Act.
(Section 25 of Act 13 of 1995)

The Code of Conduct is based on three main principles:

 professionalism and integrity

 Efficiently.
 Fairness and equity.

2. CODE OF CONDUCT

2.1 Responsibilities of Staff members are required to -

(a) Perform official duties with skill, care and diligence, using authority in a fair and unbiased
way;

(b) Be familiar with and abide by statutory and other instructions covering their conduct and
duties e.g. Public Service Act, Regulations, Treasury Instructions, Staff Rules and Circulars.
(c) Provide services and full advice to members of the public in a professional way;

(d) Treat their colleagues and members of the public with courtesy and sensitivity.

(e) Use the appropriate channels to air their grievances.

(f) Be punctual in the execution of their duties.

(g) Promote sound, efficient, effective, transparent and accountable administration;

(h) report to the appropriate authorities any incident of fraud, corruption, nepotism,
maladministration or any other act which comes to their notice in the course of their official
duties and which constitutes an offence, or which is prejudicial to the public interest
(Regulation 19); 2 E.X/II

(i) Refrain from using or being under the influence of intoxicating liquor or stupefying drugs
during the prescribed hours of attendance without the prescription of a medical practitioner.

(j) Behave at all times in a manner that maintains or enhances the reputation of the Public
Service (Regulation 10)

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2.2 POLITICAL ACTIVITIES

a staff member may -

(a) Be a member of a political party;

(b) Attend, preside at or speak at a public political meeting;

(c) Draw up or publish any writing to promote the interests of any political party;

(d) Be an office-bearer of whatever designation of a political party: Provided that no staff

member shall, at any time while he or she is required to discharge his or her official duties in
the Public Service, perform any act in the exercise of any political right: Provided further
that, to ensure the impartiality of the Public Service, a staff member who holds any post in
the management cadre of the Public Service may not –

(i) Preside at a public political meeting or draw up or publish any writing or deliver a public
speech or make a public statement with the intention to promote or prejudice the interest of
any political party;

(ii) Be an office-bearer of whatever designation of a political party.

2.3 CONFLICTS OF INTERESTS (REGULATION 11)

 If staff members find that they have some personal, financial, or other interest that
might influence the way in which they perform their official duties, they must discuss
the matter with their supervisor, and take whatever action is necessary to avoid a
conflict of interests. They may not engage in any transaction that is in conflict with or
infringes upon the execution of their official duties.

2.4 USING GOVERNMENT MONEY, PROPERTY, GOODS OR SERVICES

(SECTION 25(1)(G) OF ACT 13 OF 1995 AND REGULATION 18)

 Staff members must be honest and accountable in dealing with public funds and
resources, use Public Service property and other resources effectively, efficiently,
economically and only for authorised official purposes.

2.5 MANAGING OFFICIAL INFORMATION (REGULATION 17)

 Staff members are not permitted to use or disclose information other than for official
purposes without the approval of the permanent secretary.

2.6 MAKING STATEMENTS ABOUT OFFICIAL MATTERS (SECTION 25(1)(K)

OF ACT 13 OF 1995 AND REGULATION 15)

Staff members need to have the approval of their permanent secretary/accounting officer to
make official statements, to grant interviews, or to discuss matters or release information on

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policy matters relating to the running of the Public Service. Any direct approach from the
media should in the first instance be referred to the public relations officer or the permanent
secretary.

2.7 USE OF OFFICIAL POSITION

Staff members may not use their official position to seek or obtain a financial or other
advantage for themselves, their families, their friends or any other person or organisation.
Staff members must excuse themselves from any official action or decision-making process
which may result in improper personal gain, and this should be properly declared by the staff
member.

2.8 Accepting Gifts or Benefits (Section 25(1)(l) and Regulation 16) Staff members may not
use their official position to obtain private gifts or benefits for themselves during the
performance of their official duties nor may they accept any gifts or benefits when offered,
except with the approval of the Prime Minister, as these may be construed as bribes. This
does not refer to the exchange of courtesy gifts and trivial gifts such as diaries, calendars and
other inexpensive gifts.

2.9 WORKING OUTSIDE THE PUBLIC SERVICE

(Section 25(1)(e) of Act 13 of 1995 and PSSR D.XVIII/I and III) Staff members may not,
without the approval of the permanent secretary/accounting officer on the advice of the
Public Service Commission, undertake remunerative or unpaid work outside their official
duties or use office equipment or other resources for such work.

2.10 DRESS AND APPEARANCE (REGULATION 12)

Dress and appearance need to be appropriate to a staff member’s official duties and in a
manner to enhance the reputation of the Public Service. Where a uniform is required, this
should be worn in the manner prescribed.

2.11 OFFICIAL HOURS OF ATTENDANCE (SECTION 25(1) (D) OF ACT 13 OF

1995 AND REGULATION 20)

(a)Staff members shall at all times during their official hours of attendance be present for
duty at their place of work and give their full attention to the duties entrusted to them.

(b)Staff members shall not, without the consent of their supervisor or the head of the
organisation, be absent from their place of work during their official hours of attendance.

2.12 Discrimination and Harassment (Section 25(1)(h) of Act 13 of 1995) In undertaking

their official duties staff members should not discriminate against or harass a colleague or a
member of the public, particularly on the basis of:

 political affiliation/opinion

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  race/colour/ethnic/social origin
 religion
 gender
 sexual preference
 marital status
 pregnancy
 age
 physical or mental disability or impairment

2.13 DUTIES OF SUPERVISORS (REGULATION 23)

(a)It is the duty of supervisors to supervise their staff and to take appropriate action in every
case of breach of any of the provisions of the Act, regulations, and staff rules

4. E.X/II AND OTHER DIRECTIVES.

(b) Supervisors who fail to comply with the duty imposed on them shall be deemed to have
been negligent in the performance of their duties.

3. PROHIBITION ON VICTIMISATION. No staff member shall be victimised because

they have, or it is suspected that they have, reported or given information about fraud,
corruption, nepotism, maladministration and/or any other act which constitutes an offence, or
which is against the public interest.

PUBLIC SERVICE STAFF RULE E-VI: PERFORMANCE

MANAGEMENT

1. PURPOSE
Performance Management (PM) is a comprehensive tool for the management and
assessment of the effectiveness and efficiency of the delivery of customer-focused services
across the Public Service.

Through PM individual and organisational performance is improved by setting objectives,

outputs, key performance indicators and timelines to achieve results. It measures performance
at organisational level which include Offices/Ministries/Agencies (OMAs) and Regional
Councils (RCs) and at the operational level focusing on the staff member.

The purpose of these rules is to set out the planning mechanisms and evaluation processes
which guide the efficient and effective implementation of PM.

REGULATORY FRAMEWORK

 Public Service Act, 1995

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The principles that guide Performance Management are the following:

 It provides for continuous and consistent assessment of individual and team

performance based on predetermined targets and performance gaps.
 Implementation is the responsibility of all staff members at all levels.
 Personal information is treated as confidential.
 It assists in the development of poor performers.
 It may be linked to staff mobility.

OBJECTIVE

 The objectives of PM are to promote a culture of performance across the Public

Service and manage and improve service delivery against agreed objectives and
targets.

FAILURE TO APPLY THESE RULES

These rules are mandatory and failure to apply them may be considered as a matter of
indiscipline to be reviewed under the Code of Conduct in PSSR E.X/II.

PERFORMANCE MANAGEMENT RECORDS AND CONFIDENTIALITY

 The maintenance of records related to performance is an important aspect of the

control and access to information in the public service.
 Strategic, Annual and Sectorial Plans, MTEF documents and reports are the property
of the government and should not be distributed or disclosed unless procedurally
authorized.
 Performance Agreements and Performance Reports of individual staff members form
part of their ‘personnel files’ and must be stored and maintained confidentially in
accordance with Human Resource Management instructions.
 The Line Manager and individual staff member must retain a copy of the original
performance documents during the period of its life i.e. the annual performance

WHAT IS PERFORMANCE MANAGEMENT SYSTEM (PMS)?

 A management tool (getting things done effectively and efficiently through people, to
gain the best return on all resources)
 A Public Service Reform Initiative (To improve service delivery)
 A system of dialogue about performance (a day-to-day team management tool)

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PERFORMANCE AGREEMENT (PA)

 Record of agreement between individual staff member and the supervisor

 Clarify what to be achieved in a stipulated periods.
 Set specifies targets to be achieved

 Results expected aligned to overall organisational objectives and targets as set out in
the Annual plan

PERSONAL DEVELOPMENT PLAN (PDP)

 Set out Personal Objectives (i.e. set out target to improve the skills and abilities of a
staff member);

 Set out Personal Development Plan (PDP) (Record of action to be taken to achieve
those Personal Objectives).

PERFORMANCE REVIEW

 A ‘one on one’ discussion between a supervisor and a staff member

 Record of progress and performance
 Identify obstacles, decide on best ways to rectify them
 Should take place every quarter and the final assessment is made at end of the year.

GIVING FEEDBACK ON PERFORMANCE – STEPS

• Identify the actions and performance targets in the Performance agreement

• Be clear of your assessment - find supporting evidence for good or poor performance
• Identify the reasons for any failures
• Be supportive and find solutions together

• Record the next steps to correct performance

• Review and update the Personal Development Plan
• Decide the next year’s performance targets and complete a new PA

END YEAR APPRAISAL AND REPORTING

 Annual Performance Appraisal happens at the end of the year when one-on-ones over
the year are summarised. Your performance is then finally rated out of 5

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 CHAPTER 5

PUBLIC SERVICE CHARTER

GENERAL PRINCIPLES OF THE PUBLIC SERVICE CHARTER

The Teaching Service is committed to the general principles of public service delivery as
contained in the Public Service Charter, namely:

STANDARDS

 Setting, monitoring and publishing clear standards of service that individual members
of the public can reasonably expect.

INFORMATION

 Providing information about public services in a straightforward and open manner

which is readily understandable.

COURTESY AND HELPFULNESS

 Providing a courteous and helpful service which is run to suit the convenience of
those entitled to the service: services being provided by public servants who can be
identified readily, through wearing name badges, by their customers.

CONSULTATION AND PARTICIPATION

 Ensuring that there is regular consultation and communication with those who use the
service and, having taken their views and priorities into account, providing a choice
wherever possible.

ACCOUNTABILITY

 Providing details of performance against targets and identifying who is responsible.

TRANSPARENCY

 Disclosing how public services are managed, and the cost and performance of specific
services.

NON-DISCRIMINATION

 Ensuring that services are available and applied equally to all.

QUALITY OF SERVICE

 Publicising straightforward complaints procedures with independent reviews where

possible. Providing, where errors have been made, an apology, full explanation and
early correction of the error.

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VALUE FOR MONEY

 Providing efficient and economic public services within affordable resources.

ACCESSIBILITY

 Ensure accessibility to public service by accommodating the service needs of our

service users.

Chapter 6

Ministry of Education, Arts and Culture:

CUSTOMER SERVICE CHARTER

Our Mandate: “To educate and train for sustainable national development and promote Arts
and Culture”

The Ministry was established with the key objective to provide quality inclusive education
and training for national development and derives its mandate from the following high level
statements:

• Namibian Constitution, Article 20,

• Vision 2030,
• National Development Plan, NDP4
• Education Act, 2001 (Act No. 16 of 2001)
• Namibia LIS Act, (Act No.4 of 2000)
• Archives Act, 1992 (Act No.12 of 1992)

Our Vision: “To be the Ministry of excellence in providing quality education and promoting
Arts and Culture for the prosperity of the Nation”

Our Mission: “To provide accessible, equitable and inclusive quality education for a tolerant
skilled, productive and competitive nation, to promote and preserve Arts and Culture for
nationhood and unity in diversity”

1. WHAT WE DO -
The business of the ministry is cantered on three key departments namely: Formal Education,
Lifelong Learning, Arts and Culture and Finance and Administration.

OUR CUSTOMERS
• Learners and Communities
• Government Offices, Ministries and Agencies
• Regional Councils and Local Authorities
• State Own Enterprises and Private Institutions
• Development Partners and Non-Governmental Organizations

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OUR COMMITMENT TO YOU
• We commit to regular communications with you as customers through meetings,
correspondence/reports and information sharing.
• We strive to execute our duties within the following guiding VALUES:

CORE VALUES OF THE MINISTRY OF EDUCATION

INTEGRITY:
 We will demonstrate adherence to ethical principles while carrying out professional
duties. Perform duties with integrity. Ensuring systems and procedures are rules
compliant.

ACCOUNTABILITY:
 We shall be accountable for carrying out responsibilities efficiently, timely and with
integrity.

COMMITMENT:
 We shall be committed to the Ministry’s objectives of providing accessible, equitable
and quality education for all.

RESPECT & EMPATHY:

 We shall treat all stakeholders with dignity and politeness at all times. Embracing
cultural diversity and tolerance.

TEAMWORK:
 We shall exercise teamwork as the modus operandi for achieving strategic objectives.
Ensuring Team building.

PROFESSIONALISM:
 We shall exercise high levels of professionalism. Sharing knowledge of best practices
with colleagues at all levels, and enhancing the quality of service by being responsive.

TRANSPARENCY:
 We shall carry out our activities in an open and most acceptable manner that bears
scrutiny to the customer/stakeholders we serve without jeopardizing the MoEAC’s
strategic interest.

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OUR SERVICE PROMISE (BUSINESS OF THE MINISTRY)

DEPARTMENT: FORMAL EDUCATION

 NATIONAL INSTITUTE FOR EDUCATIONAL DEVELOPMENT (NIED)
 NATIONAL EXAMINATIONS AND ASSESSMENT (NAE)
 PROGRAMMES AND QUALITY ASSURANCE (PQA)

DEPARTMENT: LIFELONG LEARNING, ARTS AND CULTURE

 NAMIBIA LIBRARY AND ARCHIVES SERVICE (NLAS)
 ADULT EDUCATION
 ARTS
 NATIONAL HERITAGE AND CULTURE PROGRAMMES (NHCP)

DEPARTMENT: FINANCE AND ADMINISTRATION

 INFORMATION TECHNOLOGY (IT)

 INTERNAL AUDIT
 HUMAN RESOURCE (HR)
 GENERAL SERVICES (GS)

CHAPTER 7
MINISTRY OF EDUCATION, ARTS AND CULTURE: THE NATIONAL
CURRICULUM FOR BASIC EDUCATION: 2016

The NCBE is the official policy for teaching, learning and assessment, and gives direction to
planning, organising and implementing teaching and learning.

The purpose of this curriculum is to provide a coherent and brief framework to ensure
consistency in the delivery of the curriculum in schools and classrooms throughout the
country.

It describes the goal, aims and rationale of the curriculum, the principles of teaching, learning
and assessment, the language policy, and curriculum management at school level.

It provides key learning areas for all learners, and outlines the end-of-phase competencies
which they should achieve, as well as the attitudes and values to be promoted throughout the
curriculum.

EARLY CHILDHOOD DEVELOPMENT AND PRE-PRIMARY EDUCATION

In October 2006, the Cabinet decided to transfer the responsibility for pre-primary education
from the Ministry of Gender Equality and Child Welfare to the then Ministry of Education

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(currently the Ministry of Education, Arts and Culture). Consequently, a pre-primary school
year for 5/6-year-old became part of basic education.

THE STRUCTURE OF BASIC EDUCATION

Basic education is subdivided into four phases:
 Junior Primary (Pre-Primary and Grades 1-3),
 Senior Primary (Grades 4-7),
 Junior Secondary (Grades 8-9), and
 Senior Secondary (Grades 10-12).

After completing the Namibia Senior Secondary Certificate Ordinary (NSSCO) level at the
end of Grade 11, learners have various options: they may choose to continue with either
vocational education or training or with distance learning, or seek employment.

Learners who meet the prescribed requirements may proceed to Grade 12. In Grade 12,
learners will take their subjects on Advanced Subsidiary Level, which is an admission
requirement for enrolment at many universities in Southern Africa and abroad.

THE GOAL AND AIMS OF BASIC EDUCATION FOR A KNOWLEDGE-BASED

SOCIETY

The goal of basic education is to empower learners to actively participate in making

Namibian society a knowledge-based society.

THE AIMS OF BASIC EDUCATION FOR THE SOCIETY OF THE FUTURE

 A CARING SOCIETY
 A HEALTHY SOCIETY
 A PRODUCTIVE SOCIETY
 AN ENVIRONMENTALLY SUSTAINABLE SOCIETY
 AN INFORMATION SOCIETY
 INDIVIDUAL DEVELOPMENT

CORE SKILLS, KEY LEARNING AREAS, CROSS-CURRICULAR THEMES

In order to fulfil the implications of Namibia Vision 2030 for basic education, the curriculum
identifies learning in terms of core skills and key learning areas.

CORE SKILLS
A core skill is developed gradually through all learning areas. The core skills are included in
the competencies or specific objectives assessed in all subjects.

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Core skills identified in the Namibian context can be grouped into seven areas: learning to
learn, personal skills, social skills, cognitive skills, communication skills, numeracy skills,
and information and communication technology skills

CORE SKILLS COMPETENCIES

 LEARNING TO LEARN
 PERSONAL SKILLS
 SOCIAL SKILLS
 COGNITIVE SKILLS
 COMMUNICATION SKILLS
 NUMERACY SKILLS
 INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS

THE PHASES OF BASIC EDUCATION

 JUNIOR PRIMARY: PRE-PRIMARY AND GRADES 1-3

 SENIOR PRIMARY: GRADES 4-7
 JUNIOR SECONDARY: GRADES 8-9
 SENIOR SECONDARY: GRADES 10-12

THE NAMIBIA NATIONAL CURRICULUM GUIDELINES

 recognise that learning involves developing values and attitudes as well as knowledge
and skills;
 promote self-awareness and an understanding of the attitudes, values and beliefs of
others in a multilingual and a multicultural society;
 encourage respect for human rights and freedom of speech;
 provide insight in and understanding of crucial issues in a rapidly changing world
which affect quality of life, i.e. the AIDS pandemic, global warming, environmental
degradation, unequal distribution of wealth, expanding and increasing conflicts, the
technological explosion, and increased connectivity;
 recognise that as information in its various forms becomes more accessible, learners
need to develop higher cognitive skills of analysis, interpretation and evaluation to
use information effectively; and
 Seek to challenge and motivate learners to reach their full potential and to contribute
positively to the environment, economy and society.

Grades 10-11
All learners take three promotional core subjects, three promotional elective subjects and four
support subjects.

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A national examination for the Namibian Senior Secondary Certificate Ordinary (NSSCO)
level is written at the end of Grade 11. Grade 11 is the first exit point from basic education
and some learners will start an independent young adult life, enter non-formal education, seek
employment, or create their own employment. Learners will have an internationally
recognised certificate which gives them access to further education and training, which
includes tertiary education institutions with an NQF Level 3 entry requirement.

Grade 12
The main purpose of Grade 12 is to prepare learners for higher education. Much greater
demands are made on the learners with regard to their cognitive, personal and social
development, specifically in terms of academic achievement.

On completion of Grade 12, learners will have an internationally recognised certificate

known as the Namibian Senior Secondary Certificate Advanced Subsidiary (NSSCAS) level
which gives them access to higher education institutions with NQF level 4 entry
requirements, or to the job market.

Grade 12 learners take three to five promotional elective subjects and two support subjects.
One of the elective subjects must be a language. At the end of Grade 12, learners take the
NSSCAS level examination.

TEACHING, LEARNING AND ASSESSMENT

This section sets out some basic didactic considerations in learner-centred education in the
Namibian context.
In a knowledge-based society, existing knowledge and skills are constantly being evaluated,
and new knowledge and skills acquired, with a view to transforming knowledge to bring
about innovations that will improve the quality of life.

TEACHING
Some of the implications of this are as follows:
 A wide repertoire of teaching roles
 Variation in working methods
 Flexible organisation of knowledge and learning
 A stimulating learning environment
 English across the curriculum
 The gender dimension
 Inclusive education
 Positive discipline

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THE APPROACH TO TEACHING, LEARNING AND ASSESSMENT
Preparation for a knowledge-based society requires a learner-centred approach to teaching
and learning.

PRECONDITIONS FOR SUCCESSFUL CURRICULUM DELIVERY

There are three sets of preconditions for the successful implementation of the curriculum and
the provision of quality education: first, preconditions for the curriculum itself; secondly,
conditions in and around the school which promote teaching and learning, including the
teachers themselves; and thirdly, conditions in society at large which enable learners to use
the knowledge and skills which they have gained.

 That every learner has attended a pre-primary school year;

 That every learner has all the textbooks and materials appropriate to their ability and
needs;
 that learners whose mother tongue/home language is not English learn through the
medium of their mother tongue/home or predominant local language first, before the
transition to English as medium of learning;
 That the school and classroom is conducive to learning by being a well-managed
physical, social and material environment
 That the learner: teacher ratio is at a manageable level8
 That every school is an ICT Level 2 school9 in accordance with the ICT Policy for
Education (2005);
 That teachers are appropriately and fully qualified to teach the phases and subjects
which they are entrusted with, and that they are well-informed, committed and
competent;
 that teachers are equipped with all the necessary teaching aids, technology and other
relevant material to support effective learning, and have the skills to develop and
adapt material to suit multi-ability groups of learners;
 That teachers teach effectively so that learners progress evenly through each phase,
and so that only a very few need to repeat and receive learning support to achieve the
basic competencies;
 hat teachers apply the mechanisms that are in place to ensure early identification of
learning difficulties, so that these may be addressed through the learning support
system;
 That teachers adhere to the code of conduct;
 That teachers’ 40-hour working week is fully utilised and clearly divided between 26
hours classroom contact time, and 14 hours used for preparation and marking, co-
curricular activities, contact with parents/guardians, administrative work and
continuous professional development;
 That systematic assessment gives a clear picture of each learner’s progress and
achievement, and of areas that need strengthening, and is used to improve teaching
and learning strategies;

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  That the school principal is an effective, instructional leader;
 That the school board is active and supports the whole curriculum and all co-
curricular activities; and
 That the home and community actively support the holistic development of the
learner.

PROMOTION
 Learner-centred education presupposes that all children can learn and develop given
the right circumstances, and recognises that the pace of learning and development will
vary from person to person. Learners will progress through basic education in as near
to normal time as possible.

REQUIREMENTS FOR PROMOTION

A learner shall not pass a subject if he/she has not mastered the minimum level of
competence as described in the subject syllabus and shall not be promoted to the next grade if
he/she does not meet the minimum requirements for promotion as described in the promotion
policy guide.

The promotion subjects and support (non-examinable) subjects must be taught as prescribed.
Assessment grades for both must appear on learners’ progress reports. All assessment must
be done as prescribed in the national curriculum and the subject syllabuses.

Pre-Primary
Learners will normally be ready to commence with formal teaching and learning in Grade 1,
after completing the school readiness programme. All learners who turn six before or on 31
December of the pre-primary school year should be admitted to Grade 1 the following year.

Grades 1- 3
The promotion subjects in Grades 1-3 are the languages used as the medium of learning, an
additional language, Mathematics, Environmental Studies, Arts, Religious and Moral
Education, and Physical Education.
Out of 7 subjects, a learner in Grades 1-3 should be promoted to the next grade if he/she has
obtained:
a) AN E-grade or better in 6 out of 7 subjects;
b) AN E-grade or better in the language used as the medium of learning, including at least an
E in the reading component;
c) AN E-grade or better in Mathematics and the additional language; and
d) An overall average of an E (40%).

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Grade 4
The promotion subjects for Grade 4 are English, another language, Mathematics, Natural
Science and Health Education, and Social Studies.
Out of 5 subjects, a learner in Grade 4 should be promoted to the next grade if he/she has
obtained:
a) AN E-grade or better in 4 out of 5 promotional subjects,
b) AN E-grade or better in English,
c) AN E-grade or better in Mathematics and the additional language, and
d) An overall average of an E (40%).

Grades 5-7
The promotion subjects in Grades 5-7 are English, another language, Mathematics, Social
Studies, Natural Science and Health Education, and ONE of the following: Design and
Technology, Elementary Agriculture, Home Ecology.
Out of 6 subjects, a learner in Grades 5-7 should be promoted to the next grade if he/she has
obtained:
a) AN E-grade or better in 5 out of 6 promotional subjects,
b) AN E-grade or better in English,
c) AN E-grade or better in Mathematics and the additional language, and
d) An overall average of an E (40%).

Grades 8 and 9
Out of 9 subjects, a learner in Grades 8-9 should be promoted to the next grade if he/she has
obtained:
a) AN E-grade or better in 7 out of 9 promotional subjects,
b) AN E-grade or better in English, and
c) An overall average of an E (40%).
In Grade 9, learners will write a semi-external examination. Note that Mathematics is
compulsory up to Grade 11.

Grades 10 and 11
A learner in Grade 10 should be promoted to Grade 11 if he/she has obtained:
a) an E symbol or better in 5 out of 6 subjects, including English, and
b) an overall average of an E (40%).
Learners will write an external examination for the Namibian Senior Secondary
Ordinary Level Certificate at the end of Grade 11. The criteria for entry to Grade 12 will
be determined by the Ministry of Education, Arts and Culture.

Grade 12
Learners will write an external examination at the end of Grade 12 for the Namibian
Senior Secondary Advanced Subsidiary Level Certificate.

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CURRICULUM MANAGEMENT
This section highlights particular issues in realising curriculum intentions in the classroom.

MANAGING RESOURCES
Good management of resources, especially at school level, can support curriculum intentions
and ensure that learners benefit from effective, all-round education.

TEACHERS
The first condition for good curriculum management at school level is that all teachers are
fully conversant with the curriculum and its implications and with the process of knowledge
creation, and are teaching, learning and assessing in a learner-centred way.

LESSON STRUCTURE
Teachers must be fully conversant with and competent in how to teach according to a learner-
centred approach. If they are not familiar with the approach, or have difficulty in
implementing it, professional support must be provided.

HUMAN RESOURCE UTILISATION

School management must ensure that the teachers' time is utilised fully and that the right
priorities are chosen for the teachers to spend.
Teachers must be appropriately qualified for the phase and subjects allocated to them.
LIFE SKILLS
Every school should have at least one teacher with training in the subject Life Skills or in
guidance and counselling, and/or who has experience in this area.

READING PERIOD
A reading period for sustained silent reading (SSR) is added to the timetable from Grade 1 to
Grade 11. The purpose is to allow learners to read for enjoyment.

INCLUSIVE EDUCATION
Inclusive education at the school means ensuring that both the physical and social
environment are conducive to all learners and that all the necessary teaching and learning aids
are in place.

ORGANISING LANGUAGE TEACHING

Schools that have multi-language classes should make every effort to group learners together
according to their language for mother tongue/home language/predominant local language
teaching.

TIMETABLING
Timetabling should be done in such a way as to provide opportunities for longer teaching-
learning sessions, cross-curricular teaching, and project work. Double periods for subjects
should become much more the norm than at present.

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MULTIGRADE TEACHING
Teachers who are allocated to multi-grade classes must be trained in how to organise and
conduct multi-grade teaching.

CO-CURRICULAR ACTIVITIES
Co-curricular activities should be organised to support particularly important areas of
learning or to supplement areas of learning with limited time in the timetable. Examples of
such activities are HIV and AIDS clubs, science clubs, environmental groups, debating
societies, a school newspaper or website.

COMMUNITY RELATIONS
 The community around the school can be an important source of knowledge, support
and resources.
 Financial support (donations)
 In the community there may be persons with expertise in for instance language and
cultural traditions, crafts, sport, health, entrepreneurship or agriculture, who may be
approached to support teaching.
 Volunteers from the community can also assist with the upkeep of the premises.

CHANGES IN THE NEW/REVISED CURRICULUM

Sample question:
The curriculum for basic secondary phase was recently revised. Briefly highlight the changes
in the curriculum and the role of the principal to ensure proper implementation.

THE REVISED CURRICULUM COMPRISE OF:

 7 years of primary education
 2 years of junior secondary education
 3 years of senior secondary education
 Reading lesson period from grade 1-11
 There is a provision for a 13th grade for learners who wish to take subject at A level.
 There is a diversified predominant academic stream and predominant pre-vocational
and technical stream.
 At the end of grade of grade 9, learners will write junior secondary semi-national
examinations.
 Exam set and moderated centrally but marked in the regions.
 Semi-national examination will be carried for quality assurance purpose.
 Grade 11 is the first exit point in the senior secondary phase (NSSCO) international
recognised.
 At the end of grade 11, learners may choose to continue to grade 12, tertiary
institutions, vocational education and training institutions or job market.
 At the end of grade 12, learners will receive (NSSHL) which gives them access into
higher education institution or the job market.

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THE ROLE OF THE PRINCIPAL TO ENSURE PROPER IMPLEMENTATION OF
THE CURRICULUM:
 Monitor to ensure that there are resources (human resources, financial and physical
resources).
 Set monitoring standard
 Ensure teachers are trained in critical component of the syllabus.
 Ensure teachers are implementing the curriculum

Circular 3/2018: NSSCO CURRICULUM MANAGEMENT AND

IMPLEMENTATION

Effective Curriculum Management and Implementation depends largely on the following

key aspects:

 Strong curriculum leadership

 Management and support at national, circuit and school level
 Strong parent and community support

SCHOOL PRINCIPALS SHOULD:

 Be curriculum manager at a school level example, determine how to best involve all
teachers in curriculum work, gain their commitment and support their needs; the
national promotion policy for the junior and senior secondary phase.
 Ensure curriculum coverage, regular learner assessment; manage textbooks and
stationery and mediate between the between the circuit office and the school on
curriculum matter.
 Assess training needs of teachers and coordinate their continuous profession
development activities.
 Create relationship with staffs and other stakeholders which are based upon mutual
respect and responsibility.
 Create a culture of collaboration and problem solving
 Manage textbooks and other resources effectively tom prolong their lifespan

TEACHER SHOULD:
 Be knowledgeable about the revised NSSCO curriculum and assessment practice as
well as the national promotional policy for junior and senior secondary phase.
 Set high standards and expectations for learner success and hold learners accountable
for completion of work within the established quality standards on consistent basis
 Plan adequately and engage in quality teaching and assessment
 Vary teaching methods to accommodate diverse learners who have different style and
multiple intelligences.

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  Work together to plan high-quality lessons.

STRONG PARENT AND COMMUNITY SUPPORT

 The school should engage parents and community in improving learners’

performance.
 Should communicate regularly with parents to improve learners’ performance through
parents meetings, notices, and invitation to extra –curricular activities.
 Schools should offer parents different parent involvement options such as providing
transport for field trips, helping out in the classroom.
 School should form partnerships with local business, civic groups, churches, NGO
and other,

PROPER GUIDANCE OF SUBJECT CHOICES:

 All school offering grade 9 should organise a parent/learners guidance session to
guide learners subject that are offered in grade 10-12.
 Publish subject package (field of study) and combinations that will enhance learner
career mobility.
 Life skills teachers should teach career guidance to all leaners
 Each school must have a career guidance week.
 Regional directorate must organise career expo in collaboration with higher education
institutions per circuit.

IMPLEMENTATION OF THE NEW CURRICULUM

Sample question:
Given the new revised curriculum, which grade levels are now the National focus of attention
and explain why?
Junior primary phase
 Pre-primary phase and grade 1-3 2015
Senior primary phase
 Grade 4-7 ------------------------------2016
Junior secondary phase
 Grade 8-----------------------------------2017
 Grade 9-----------------------------------2018
Senior secondary phase
 Grade 10---------------------------------2019
 Grade 11---------------------------------2020
 Grade 12---------------------------------2021

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CHALLENGES THE IMPLEMENTATION OF THE NEW CURRICULUM

Sample question:
MENTION 5 CHALLENGES PRINCIPAL MIGHT FACE DURING THE
IMPLEMENTATION FACE OF THE NEW CURRICULUM.
 Placement of teachers who use to be grade 4 class teachers.
 Placement of teachers that use to teach grade 10.
 Implantation of reading lesson appearing from grade 1-11.
 Lack of adequate relevant textbooks.
 Lack of physical resources and human resources.
 Transition from one phase to the other.
 Lack of workshop and pre-vocational subject teachers.

SAMPLE QUESTION:
Everything rises and falls on leadership. What are the five major challenges in education in
recent years and for each challenge describe a Ministerial policy or guideline which is place
to counteract the challenge you mentioned.

- Teenage pregnancy – Prevention and Management of learner pregnancy policy

- Drop out/Absenteeism – Feeding program policy/ fee free education grant
- Poor performance – National Standard and Performance Indicators
- Indiscipline – Code of Conduct for teachers and learners, Public Service Staff
Rules
- Lack of qualified teachers – Diploma in Junior Primary Education
- Inclusivity – Education Sector policy Inclusive Education/ Orphans and
Vulnerable Children

CABINET 10TH -17-18/007 MEETING RESOLUTION ON THE

IMPLEMENTATION OF THE BASIC EDUCATION REFORMS:
The cabinet approves that:

 Full time grade ten learners will not be able to proceed to grade 11 in 2019.

LEARNERS WILL BE ACCORDED THE FOLLOWING OPPORTUNITIES:

 Learners who are under the age of 17 will be allowed to study the junior secondary
curriculum in grade 9, the last grade of junior secondary phase and sit for the semi-
external examination at the end of grade 9 in 2019.
 Learners, who pass the semi-external examinations at the end of grade 9 in 2019, will
proceed to the junior secondary phase in 2020.
 Learners above the age of 17, who would like to improve their grade 10 symbols, will
be offered opportunities to enrol for tuition through part-time institution and write
grade 10 national examination as part-time candidates in October/November 2019.

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  Learners above the age of 17, who will not register for grade 10 national examination,
will be allowed to register with part-time institution (NSSCO) as first time takers in
2019 [three subject per year over the period of two years).
 Full-time grade 12 learners who will not be successful in 2020 OCT/NOV –
NSSCO/H national examinations when phase out at the end of 2020,should be given
an opportunities to re-write NSSCO/H national examinations as part-time candidates
to re-write NSSCO/H national examination as part-time candidate at the end of 2021
new curriculum.
 New qualification 2021 NSSCAS awarded to grade 12 as from 2021.

CHAPTER 8
ETSIP COMPONENT

ETSIP---EDUCATION AND TRAINING SECTOR IMPROVEMENT PROGRAMME.

ETSIP gave birth to the:

 National standard for teachers in Namibia
 National standards and performance indicators for schools in Namibia
 SSE
 TSE
 COI
 PAAI
 SDP
 PDP

ETSIP is a strategic plan aimed at vision 2030 (producing citizens who are capable of making
Namibia a knowledge based economy).

ETSIP document is a detailed ,complex and broad based plan of action for education, each
component in ETSIP has a detailed Programme setting out what should be done by whom
and when to achieve it.

A RATIONAL FOR ETSIP

1. Inspired and guided by our nation vision statement, vision 2030, Namibia is currently
undergoing a dramatic reform of its overall national development strategy. Vision 2030 set a
very ambitious target that, by 2030, Namibia should join the ranks of high income countries
and afford all its citizens a quality standards of life that is comparable to that of the developed
world.

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With emphasis on enhanced quality of life for all, vision 2030 calls for the intended rapid
economic growth to be accompanied by equitable social development. These goals of growth
with equity are to be pursued within a broader strategic framework of transforming the
economy into a knowledge –based economy.
6. Shortage of skilled labour persists within a context of unmet labour marked demand. Given
the demand for labour, a key constrain lies on the supply side- or basically, the educational
and training system.
7. Other economic benefit, an effective education and training system has well-documented
broader benefits that are critical to development. Results are example; poverty reduction,
social vaccine for HIV/AIDS and good governance.
7. The current education and training system is not able to rise to the call of vision 2030, and
heighten its contribution to the actualisation of vision 2030 and the realisation of national
development goals.
NB: ETSIP is based on a realisation that a weak education and training system cannot
facilitate the attainment of complex and ambitious goals.

ETSIP represent a sustained response of the sector based on a 15 years strategic plan
accepted by the Namibian government in 2005.

THE COMPONENT OF ETSIP

Component 1: learning standards and curricula

Component 2: teacher professional development and incentives.

SAMPLE QUESTION:

1. Briefly explain the link between National Standard and Performance Indicators for Schools
in Namibia and Vision 2030

o A candidate can explain – ETSIP abbreviation

o ETSIP is a 15 strategic plan aimed at Vision 2030
o Aimed at knowledge based economy
o Link – ETSIP – subprogram is general Education there is component National
Standard it have 7 key areas and 111 performance indicator may explain them.

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 CHAPTER 9
NATIONAL STANDARDS AND PERFORMANCE INDICATORS FOR
SCHOOLS IN NAMIBIA

National standards and performance indicator is an instrument designed for schools in

Namibia to evaluate their own performance and identify aspects that need improvement.
It aims to bring about quality assurance across the country.

FIVE NATIONAL STANDARDS INSTRUMENTS THAT YOU CAN USE TO

DEVELOP YOUR INTENDED SCHOOL:
 School self-evaluation (SSE)
 Teacher self-evaluation (TSE)
 Personal development plan (PDP)
 School development plan (SDP)
 Plan of action for academic improvement (PAAI)
 Classroom observation instrument (COI)
 Budget

QUALITY ASSURANCE:
SAMPLE QUESTION:

What does quality assurance mean to you as an aspirant school head?

- Being clear about what needs to be done (School aims and policies),
- Taking steps to ensure that work is done well (School management)
- Ensuring set national standards are achieved or the school moves towards level 4
- Staff development (interpretation of policies, syllabi, assessment, etc)
- Taking steps to evaluate whether things are working well as they should (School
Self Evaluation)
- Using monitoring and evaluation to make necessary changes (School
Development Plan)
NB: the national standard have 7 key areas and 29 performance indicators (PIs) and 111
themes, aspects of works of a school.

THE SEVEN KEY AREAS AND THE PERFORMANCE INDICAOTORS

I. Provision of resources for school & hostel

 Provision of human resources
 Provision of physical resources
 Provision of finance
 Provision of resources for hostel

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 II. Curriculum and attainment
 Implementation of the curriculum
 Extra curriculum activities
 Intellectual attainment
 Personal and social development

III. The teaching and learning process

 Quality of teaching process
 Quality of learning process
 Suitability of learners needs
 Assessment and evaluation

IV. The school as a social unit

 Moral of the school
 Effective use of time
 Values and norms
 Pastoral care and guidance
 School discipline

V. Management and leadership of school and hostel

 Policy, planning and implementation
 Curriculum and attainment
 Administration
 Leadership
 Management of staffs
 Management of physical resources
 Management of finance

VI. Link with parents and community

 Links with parents
 Links with the community

VII. Link with other schools and the region

 Provision of resources for work with cluster
 Effectiveness of cluster activities
 Effectiveness of link with the region.

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SDP and PAAI

In line with the National Standards and Performance Indicators for Schools in Namibia
All primary, combined and secondary schools in Namibia must develop an own School
Development Plan (SDP) and PAAI annually before the middle of November, using inter alia
the outcome of the School Self-Evaluation.

IMPROVE PERFORMANCE AND MOVE TOWARDS LEVEL 4

STEP 1: DEVELOP AN OWN MISSION STATEMENT FOR THE SCHOOL

 Once developed, be proud of the mission statement and put it up in the foyer of the
school for everybody to see.

STEP 2: DO A HONEST SCHOOL SELF-EVALUATION (SSE) IN OCTOBER

 With the SSE the school will determine: “WHERE ARE WE AT THIS MOMENT IN
TIME”

STEP 3: USE THE OUTCOME OF THE SSE AND DEVELOP A SDP & PAAI
 Basic interventions that successful schools are implementing.
 Level 1 and 2 schools must consider including these basic interventions in their SDP
& PAAI, to move towards level 2 and 3.
 Level 3 and 4 schools must sustain what they are doing well and create additional
opportunities to improve even more.

STEP 4: DETERMINE PRIORITIES

 Depending on the extent of the interventions in the SDP & PAAI, determine
PRIORITIES within the school’s own circumstances.

STEP 5: FINALISE THE SDP & PAAI AND OBTAIN APPROVAL

 The principal gets the endorsement and support from the School Board, management
and teachers.

STEP 6: MONITOR PROGRESS WITH THE SDP & PAAI

 The principal and management must take full accountability for the successful
implementation of the SDP and PAAI.
 Management must monitor progress with the implementation of the actions on a
weekly, monthly and trimester basis.

STEP 7: CONDUCT A FINAL EVALUATION OF THE SDP & PAAI AT THE END
OF OCTOBER
 The successful implementation of the SDP and PAAI depends on the leadership and
management skills of management.

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  In October, determine the extent of IMPROVEMENT for the year, by honestly
completing a School Self-Evaluation (SSE).
 The SDP and PAAI are one year plans and MUST EMPOWER THE SCHOOL TO
IMPROVE PERFORMANCE.

SCHOOL SELF-EVALUATION INSTRUMENT NAMIBIA

 To be completed by all primary, combined and secondary schools in Namibia,

annually before the 15th of October.
 In line with the National Standards and Performance Indicators for Schools in
Namibia

SELF-EVALUATION (SSE) INSTRUMENT

1. THE PURPOSE OF THE SSE INSTRUMENT:

 All schools in Namibia need to aim to become a level 4 school according to the
standards set in the National Standards and Performance Indicators.
 The SSE will assist management and the staff in evaluating the school’s overall
performance IMPROVEMENT over a period of one year.

STEP 1:
 ANNUALLY BEFORE THE 15TH OCTOBER, the principal calls a special staff
meeting and provides each teacher with a copy of the SSE instrument.

STEP 2:
 Members of management and the staff complete the instrument individually while at
the meeting, by using the four-point scale. Each activity under a performance
indicator must be evaluated and be marked Yes or No. The number of Yes answers
determines the overall rating of the theme on a level 1, 2, 3 or 4.

 Management and the staff also write down the visible IMPROVEMENTS reached at
the school under each Key Area, since the previous year’s SSE. (If possible the
members of the school board can also complete a form individually).

STEP 3:
 The 7 average ratings of individual members are entered into the SSE Score
Recording Chart and the principal completes the SSE Graph for the school.
 The graph will show in which areas the school seems to be doing well (ratings 3 and
4) and areas where performance needs to improve (ratings 1 and 2).
 Management and the staff also agree on the visible IMPROVEMENTS, reached at the
school under each Key Area, since the previous year’s SSE evaluation.

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STEP 4:
 If there are noticeable, perceptual differences between the evaluation of management
and the staff, it needs to be addressed during a follow-up staff meeting.
 Management and the staff need to use hard evidence now to move closer to each other
and create a common understanding on the evaluation.

STEP 5:
 Important: The principal completes the SUMMARY on page 24 and send it to the
circuit inspector BEFORE THE END OF OCTOBER of every year.
 With this annual broad evaluation exercise the school board, principal and staff will
be able to determine how much the SCHOOL HAS IMPROVED since the previous
year’s SSE.
 If there was no noticeable improvement, serious questions should be asked about the
leadership of the principal and the commitment and quality of teaching by teachers.

STEP 6:
 The principal and management must use the SSE findings to upgrade or develop a
practical SDP and PAAI for the following year.
 This is a compulsory exercise for all primary, combined and secondary schools in
Namibia.

CHAPTER 9

NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN

NAMIBIA
WHAT IS A STANDARD?

A standard is the scope and context in which the individual is expected to perform.

The associated standard of performance required as proof that the outcome has been met.

NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN NAMIBIA:

Area of competences:

1) Subject expertise
2) Human development
3) Education theory
4) Planning
5) Design and development
6) Facilitation of learning

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 7) Assessment of learning
8) Administration of learning
9) Guidance , counselling and support
10) Health and safety
11) Networking
12) Professional development
13) Community development
14) Mentoring

FRAMEWORK FOR THE PROFESSIONAL STANDARDS FOR TEACHERS:

This framework comprise of four broad domains that describe the professional competencies
or areas of skills and knowledge required by teachers.

 Professional knowledge
 Professional values
 Professional practices
 Professional relationship

SAMPLE QUESTION:

Mention four broad domains that describe the professional competencies or area of skills and
skills required by teachers:

Answer:

PROFESSIONAL KNOWLEDGE

 Refers to the knowledge that teachers require to effectively teach and facilitate student
learning example; content/teaching method or subject area knowledge.

PROFESSIONAL PRACTICE

 Refers to the capacity of teachers to plan and implement innovative, learner centre
programs that incorporate continuous assessment to enhance student learning.

PROFESSIONAL VALUE

 Refers to the ethical and professional values of teacher. Teachers uphold the code of
conduct for teachers and reflect on and improve their professional practice.

PROFESSIONAL RELATIONSHIP

 Refers to the professional relationships that teachers establish with learners, parent,
career, colleagues and the community in order to enhance student learning.

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 CHAPTER 10

THE MINISTRY OF EDUCATION, ARTS AND CULTURE

STRATEGIC PLAN 2017/18 - 2021/22
THEMES AND STRATEGIC OBJECTIVES

The Ministry has identified the following three themes, which are aligned to the Strategic
objectives with their respective definitions:

1. Quality
 Improve core skills in numeracy and literacy in basic education
 Promote arts and culture for sustainable development

2. Equity
 Ensure inclusive and equitable quality education for all

3. Efficiency and effectiveness.

 Enhance Organisational Performance)
 Ensure effective regulatory framework and compliance

Quality refers to the standards that are achieved in education, arts and culture, and the
striving for improvement and excellence in the results that are produced. The outcomes for
learners are often measured in national examination results.

Equity refers to the quality of fairness and impartiality, particularly in the allocation of
educational resources and opportunities.

Efficiency refers to working productively, with minimum wasted effort or expense. This is
particularly important in the Namibian education, arts and culture at present due to rising
costs and demand, coupled with competing resource demands, for services.

Effectiveness of administration, governance and management systems to support Institutional

performance in all areas for efficiency requires appropriate regulatory framework and
compliance.

THIS STRATEGIC PLAN IS BUILT AROUND FIVE STRATEGIC OBJECTIVES:

IMPROVE CORE SKILLS IN NUMERACY AND LITERACY IN BASIC EDUCATION

 Namibian learners should achieve much higher grades in Standardised Achievement

Tests at primary school level and in National Examinations at secondary school level
than the present situation.

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  The motivation and professional knowledge and skills of teachers and school
managers must be improved, through continuing professional development (CPD).
 The provision of sufficient textbooks and other learning resources, including ICT,
assistive technology for children with disabilities.
 Provision of a conducive learning environment.

PROMOTE ARTS AND CULTURE FOR SUSTAINABLE DEVELOPMENT

 Arts and culture should be an integral part of the school curriculum and each school
should embrace cultural diversity.
 heritage programmes should increase the number of Namibians promoting art and
culture and earning a living in emerging culture industries

ENSURE INCLUSIVE AND EQUITABLE QUALITY EDUCATION FOR ALL

 Education must have a focus in addressing the imbalances of the past and must be
guided by a pro-poor approach.
 The education system must reach out to primary-age children who are currently out of
school. Standards of education in remote rural primary schools must be brought on
par with schools in urban areas.
 The number of learners gaining access to senior secondary education should be fairly
balanced between rich and poor, amongst regions and sexes.
 The rollout of pre-primary education must be equitable in the allocation of qualified
teachers, teaching and learning support materials, and infrastructure to regions.
 Implementation of inclusive education must bring all children into the education
system, considering their particular abilities and needs.
 Lifelong learning must provide opportunities for those individuals and marginalised
communities with an educational backlog.

ENHANCE ORGANISATIONAL PERFORMANCE

 Ensuring that all staff members have performance agreements in line with the
Performance Management System. (Accountability)
 A coordinated response with clear accountability structures will drive quality, equity
and efficiency.
 Efficient deployment of teachers must be prioritised, including the reviewing of post
allocations to schools, and a reduction in repetition by learners.

e.) ENSURE EFFECTIVE REGULATORY FRAMEWORK AND COMPLIANCE

 Efficiency requires promulgation of appropriate regulatory framework and

compliance.
 Ensure the updating and creation of new policies and laws as deemed necessary.

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STRATEGIC PLAN MATRIX DEFINITIONS

The Ministry’s Strategic Plan for 2017/18 - 2021/22 is set out in the attached Strategic plan
matrix. This matrix guides the implementation of the Plan, and provides the procedures how
to monitor and evaluate the implementation of the plan.

STRATEGIC ISSUES

Strategic Issues and Concerns for Ministry of Education, Arts and Culture

BASIC EDUCATION

 Not all children currently have access to Pre-primary education.

 Some children still do not attend Primary education.
 High rates of dropout. Meaning that
 Insufficient number of learners is retained through to the completion of senior
secondary education.
 The grades achieved by learners in national examinations are too low for
advancement and reflect inadequate understanding.
 Democratic governance, sustainable development, inclusiveness, cultural diversity
and non-violent conflict resolution are not sufficiently evidenced at schools.
 Teachers are insufficiently valued and respected as professionals.
 Not all school buildings, furniture and grounds are in a good condition, child friendly
condition (Poor /dilapidated education infrastructure).
 Hungry or malnourished children cannot learn effectively.
 Very few people outside the inner circles of the Ministry understand the dynamics of
managing basic education.
 The concept of lifelong learning is not well understood.
 The curriculum and its associated syllabuses have undergone many changes since
Independence in 1990. A stable period is needed to implement these changes.

ARTS AND CULTURE

 Physical structures for arts and culture are lacking in the regions.
 More women and men ought to be employed or making a living from the sub-sector,
for instance in tourism, audio-visual production, design, music and fashion.
 Levels of trust between ethnic groups, rural and urban dwellers, and other groups in
society need to be improved for better social cohesion.
 There are not enough arts and culture activities in schools.
 Education and training programmes in the sub-sector may not be fully relevant.
 There is not enough data, monitoring and evaluation, benchmarking and research.
 New financing models are needed to bring investment into the sector.
 New Namibian monuments and heritage sites are in demand.

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THE ABOVE ISSUES WERE SUMMARISED INTO 12 STRATEGIC AREAS
ENCOMPASSING BASIC EDUCATION AS WELL AS ARTS AND CULTURE AS
FOLLOWS:

o Prudent financial management and administration,

o Enhance access to quality pre-primary education,
o Infrastructure master plan development and rollout,
o Quality education through human capital development,
o Monitoring and evaluation strengthening,
o Legislative development/reforms,
o Acceleration of Decentralization,
o Record management and production of statistical data,
o Learner retention strategy development,
o School-based leadership and accountability mechanism in place,
o ICT roll-out strategy development, and
o Stakeholders’ relations.

CHAPTER 11
VISION 2030
Vision 2030, Namibia’s long-term national development plan, foresees “[a] prosperous and
industrialised Namibia, developed by her human resources, enjoying peace, harmony and
political stability.” Full and appropriate education, art and culture at all levels are
instrumental in achieving Vision 2030.

Vision 2030 makes the following demands regarding to Basic Education:

Early Childhood Development: The policy, curriculum and standards for Early Childhood
Development (ECD) should be reviewed and an Act of Parliament passed on ECD; parent
education and training of ECD workers should be strengthened; innovative ECD programmes
should be developed for rural and marginalised communities; and 90% of children aged 3–6
should be enrolled in ECD centres by 2030.

Curriculum: All curricula should be reviewed; the teaching of Mathematics, Science and
Technology should be strengthened at all levels; entrepreneurship should be introduced; HIV
and AIDS awareness should be ensured at all levels; and Senior Secondary education
qualifications should be localised.

Access: “Education for All” objectives should be achieved; access to Secondary education
should be expanded; and girls should achieve full and equal access to education and
achievement by 2015.

Infrastructure: All schools should have access to drinking water and electricity by 2006; all
schools should have enough furniture by 2006; and 90% of structures should be permanent by
2015.

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Teachers: There should be no unqualified or under-qualified teachers by 2010; by 2015,
there should be at least one teacher for every 35 learners in Primary schools and 30 learners
at Secondary schools; and a Bachelors’ degree should be the minimum requirement for
teachers in Secondary schools.

VISION 2030 FOCUSES ON EIGHT THEMES TO REALISE THE COUNTRY'S

LONG TERM VISION. THESE ARE:

 Inequality and Social Welfare;

 Human Resources Development and Institutional Capacity Building;
 Macro-economic issues;
 Population, Health and Development;
 Namibia's Natural Resources Sector;
 Knowledge, Information and Technology; and
 Factors of the External Environment.

CHAPTER 12
NDP 5

The Fifth National Development Plan (NDP5) is the 5th NDP in the series of a total of
seven (7) National Development Plans that are to implement and achieve the objectives and
aspirations of Namibia's long term vision (Vision 2030). In sequence, NDP5 will be the third
five year implementation vehicle towards VISION 2030. NDP5 will be implemented from
the financial year 2017/18 up until 2021/22.

NDP5 Vision, Goals and Objectives

It is the purpose of NDP5 to set out a roadmap for achieving this rapid industrialization while
adhering to the four integrated pillars of sustainable development:

• Economic Progression
• Social Transformation
• Environmental Sustainability
• Good Governance

Economic Progression: The goal for this pillar is to achieve inclusive, sustainable and
equitable growth for the Namibian society. The Namibian economy aspires to change from an
input-dependent economy into a knowledge based economy.

This is to be achieved by addressing four mutually supportive initiatives of:

1) Structural transformation through value addition;

2) Expansion and modernization of physical infrastructure;
3) Strengthen export capacity and greater regional integration; and;

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4) Supportive financial infrastructure for greater inclusion.

Good Governance: The goal for this pillar is to promote good governance through effective
institutions.

Good governance, responsive institutions and an engaged citizenry are the bedrock of
democracy and sustainable development.

Social Transformation: The Goal for this pillar is to build capable and health human
resources. Quality human capital is crucial to optimizing productivity and associated
socioeconomic benefits to citizens.

Under social transformation, NDP 5 call for Basic education that by 2022, all learners have
access to equitable inclusive quality education that qualifies them to pursue higher education.

BASIC EDUCATION STRATEGIES AND DESIRE OUTCOME, 2017-2022

(PROJECTS UNDER MOEAC:

Develop and maintain education infrastructure

 Construct hostel for remote schools to address drop school dropout.
 Develop and institutional infrastructure maintenance plan.
 Manage physical infrastructure
 Reform and expand school feeding programme.

Develop a strong framework to enhance core skills of literacy and numeracy.

 Reform primary curriculum to focus on strong foundation in numeracy and literacy.
 Introduce standardised assessments for all learners.
 Offer high-quality adult literacy.
 Increase the number of qualified teacher and improve skills and competencies of
educators.

Develop comprehensive planning and administration system.

 Ensure full implementation of the performance management system (PMS)
 Develop education functions to the 14 regional council.
 Improve evidence-based planning & monitoring

Improve learners’ transition to higher education

 Improve the quality of teaching to raise learning outcomes.
 Provision of curriculum compliant teaching and learning materials.
 Utilising the service of higher education, NGOs and industry in the development
and support of competent teacher.

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Develop a National strategy on education for peace, stability, conflict prevention and
resolution.
 Focus on environment awareness and sustainable development concepts.
 Namibia acquires social, civic & intercultural competencies and engages in dialogue.

Improve education and training of the marginalised.

 Empower marginalised communities to fully engage in and pursue social, political
and economic opportunities by removing obstacles to integration.

Environmental Sustainability: The Goal for this pillar is to ensure sustainable environment.

Finally, the Ministry aligned its strategic initiatives to the Fifth National Development Plan
(NDP5) that requires that:

 By 2022, 80% of children aged 5-8 have access to Early Childhood Development,
 By 2022, 96% of learners’ complete primary education,
 By 2022, 60% of school leavers qualify for university,
 By 2022, performance of learners in NSSCO English Examinations has improved by
22%,
 By 2022, performance of learners in NSSCO Mathematics Examinations has
improved by 20%,
 By 2022, performance of learners in NSSCO Physical Science Examinations has
improved by 10%, and
 By 2022, the percentage of the working population that is employed in culture
industries has increased to 2%.

CHAPTER 13
THE HARAMBEE PROSPERITY PLAN (HPP)

The HARAMBEE PROSPERITY PLAN (HPP) is constructed around the Namibian

narrative. It acknowledges that we are not starting afresh, but that we must continue with the
construct of an inclusive Namibian House, built on a solid foundation of peace and stability.
We are unified by our national identity and stand united in Cause, to usher Namibia into the
epoch of Prosperity.

The HARAMBEE PROSPERITY PLAN [HPP] is a targeted Action Plan to accelerate

development in clearly defined priority areas, which lay the basis for attaining prosperity in
Namibia. The Plan does not replace, but complements the long-term goal of the National
Development Plans [NDPs] and Vision 2030.

HPP introduces an element of flexibility in the Namibian planning system by fast tracking
development in areas where progress is insufficient.
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RATIONALE FOR THE HARAMBEE PLAN

The HARAMBEE PLAN FOR PROSPERITY [HPP] has been developed to complement the
National Development Plans and Vision 2030.

The HPP is a focused and targeted approach to achieve high impact in defined priority areas.
One of the agreed upon features of planning is that it must be flexible.

While our Vision remains unchanged, we remain agile in our approach to achieving those
targets. The surrounding world is dynamic, where externalities outside of our control have the
ability to directly impact and throw us off balance, from time to time.

This calls for flexibility in our approach to achieving set goals and targets, without losing
sight of the end Vision. The HPP provides for that additional flexibility in planning.

PILLARS OF THE HARAMBEE PROSPERITY PLAN

 Effective Governance
 Accountability
 Transparency
 Improve service delivery & performance

 Economic Advancement
 Macro-economic stability
 Economic transformation
 Youth enterprise development

 Infrastructure Development
 Energy infrastructure
 Water infrastructure
 Transport infrastructure
 ICT infrastructure

 Social Progression
 Hunger & poverty
 Residential land delivery
 Housing & sanitation
 Infant & maternal mortality
 Vocational education training

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 CHAPTER 14

SUSTAINABLE DEVELOPMENT GOALS [SDGS]

1. No poverty
2. Zero hunger
3. Good health & well-being
4. Quality education
5. Gender equality
6. Clean water &sanitation
7. Affordable and clean energy
8. Decent work & economic growth
9. Industry, innovation, infrastructure
10. Reduced inequalities
11. Sustainable cities & communities
12. Responsible consumption, production
13. Climate action
14. Life below water
15. Life on land
16. Peace , Justice and strong institution
17. Partnerships for the goals

SUSTAINABLE DEVELOPMENT GOALS 4

Goal 4, deals with quality education under the theme “Ensure inclusive and quality
education for all and promote lifelong learning”.

THE GOAL 4 TARGETS TO BE ACHIEVED IN EDUCATION, RELEVANT TO

THE BASIC EDUCATION SECTOR, INCLUDE:

• By 2030, ensure that all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and Goal-4 effective learning outcomes.

• By 2030, ensure that all girls and boy have access to quality early childhood development,
care and pre-primary education so that they are ready for primary education.

• By 2030, ensure equal access for all women and men to affordable and quality technical,
vocational and tertiary education, including university.

• By 2030, substantially increase the number of youth and adults who have relevant skills,
including technical and vocational skills, for employment, decent jobs and entrepreneurship.

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• By 2030, eliminate gender disparities in education and ensure equal access to all levels of
education and vocational training for the vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations.

• By 2030, ensure that all youth and a substantial proportion of adults, both men and women,
achieve literacy and numeracy.

• By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development.

• Build and upgrade education facilities that are child, disability and gender sensitive and
provide safe, nonviolent, inclusive and effective learning environments for all;

• By 2020, substantially expand globally the number of scholarships available to developing

countries, in particular least developed countries.

• By 2030, substantially increase the supply of qualified teachers, including through

international cooperation for teacher training in developing countries.

CHAPTER 15

STAFFING NORMS FOR SCHOOLS IN NAMIBIA (CIRCULAR

1/01/2014 &25 OF 2001)
THE BASIC NORMS IN NAMIBIAN SCHOOLS:

 Pre- primary: 1 teacher per 25 learners (5/6 years)

 Special class: 1 teacher per 15 primary learners
 Junior primary phase grade 1-3: 1 teacher for every 35 primary learners.
 Upper primary grade 4-7: 1 teacher for every 35 primary learners
 Secondary school 8-12: 1 teacher for every 30 secondary school learners.

EXPLAIN THE PROCEDURE HOW YOU WILL IMPLEMENT THE STAFFING

NORMS POLICY.

 The 15th day statistics might show that some schools are overstaffed while others will
be understaffed according to the norm.
 The public service Act (act 15 of 1995) and the public service staff rules make a
provision for staff to be transferred when the interest of the public service requires
section 23 sees.

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  Decision on transfer will be based on the 15th days statistic and on the supplementary
information provided by the school board, in consultation with the union (NANTU)
 The school principal should make an announcement in the staffs meeting about the
staffing statues at school as communicated by the inspector of education to request
staffs who voluntarily would wish to be transferred first.
 Make sure the school has the list of other school (understaffed and subject areas to
which transfer will be sought to choose from.
 School that are overstaffed should identify staff that the school can do without for
transfer to other school in the same circuit or region or other regions; this is a
confidential and sensitive exercise.
 Draw up a staff profiling for every teacher stating the qualifications, field of expertise,
area of competencies and experience, ages, type of accommodation, marital status,
appointment status (temporary, permanent) to enable the school management and
school board to make an informed decision.
 Select the staff members that are not most suitable to effectively implement the
curriculum offered by the school to remain and identify those that are least suitable
for the school for possible transfer.
 Present the outcome to the exercise to the school board for their recommendation for
propose transfer of the identified staffs.
 Communicate to the inspector of education on the outcome of the exercise of
identification and overall reaction of the staff should be prepared by the school
principal, under the signature of the school board chairperson.
 Under the guidance of the inspector of education assisted by the regional management
team, especially HR officials would be assigned to negotiate with the identified staff
on transfers.

TEACHERS AND OTHER STAFF: MANAGEMENT AND PERSONAL

ADMINISTRATION PAGE 24, GUIDELINES FOR SCHOOL PRINCIPALS

The role of a school principal

 Leading and managing all school staffs members

 Local personnel officer to deal with leaves appointment discipline and the termination
of service.

PROFESSIONAL LEADERSHIP OF THE SCHOOL PRINCIPAL AND HOSTEL

STAFFS.

 Lead by example in general conduct, professional performance and high ethical

standards.
 Inspire and lead all staff members to work as a team.
 Clear line of authority and channel of communication
 Clear job description for staffs to know what is expected of them.

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  Must be firm, consistent and fair in dealing with staffs.
 Should be visible at school premises
 Administration tasks should mostly be done after school.
 Do regular class visit to monitor standard of teaching and learning.
 Attend meeting of subject group and extra-mural activity.
 Meeting should be done after school hours.

UTILISATION OF STAFF

 Ensure duties allocation is done fairly and based on qualification, experience,

expertise, interest and in-service training.
 Administrative and extracurricular duties and responsibility should be allocated fairly.
 Fund raising activities requires all staffs to be present.
 The principal make sure the HOD gain experience in various aspects of school
management and administration for their own professional growth.
 Ensure that suitable staff’s members are recommended as hostel superintendents and
supervisors.
 Non-teaching support staff such as school secretaries, general worker must have clear
job descriptions and line of authority and communication.
 Accountable for CPDs

PERSONAL FILES OF STAFF MEMBER

 The principal must keep a confidential file on each staff member of the school. each
member may have access to the content of his or her own personal file, in the
presence of the principal
Formal documents such as:

 Letter of appointment
 Leave forms
 Workshops/training attended
 Official accommodation provided
 Qualifications certified copies.
 Personal details. ID copy, passport and drivers licence.
 Reports on class visits and inspections
 Note of exceptional performance or service
 Note of neglect of duties, corrective measure and steps taken by the principal.

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STUDENT TEACHERS AT SCHOOL

The principal should:

 Determine from the institution of learning what the student should do at school and
the assistance required from school staff.
 Assign a HOD or a senior teacher to be a host teacher to provide leadership, training
and support.
 Explain terms of code of conduct for teachers
 Ensure that student teachers are not overburdened will full responsibility of teaching
and managing the classes of permanent teachers.

VOLUNTEER TEACHERS AT THE SCHOOL

If the volunteer teacher is assign to the school, the principal should:

 Take note of the terms of the agreement between the MOEAC and the country,
agency or NGO.
 The principal should get a copy of the agreement from the regional office.
 Ensure that both the volunteer and the school abide by the terms of the agreement.
 Explain the code of conduct for teachers to the volunteer teacher.
 Should any serious problem occur regarding the conduct or performance of a
volunteer teacher, the principal must immediately inform the inspector of education
and the regional office who will take up the issue with the appropriate NGO, Agency
or country.

PROCEDURES FOR CHANGES TO THE STAFF ESTABLISHMENT OF THE

SCHOOL

The creation of new post or additional post is determined by:

 the increase in the number of learners enrolled

 expansion of the curriculum of the school
 15th days statistic
If the number is increasing due to the learners enrolment next year due to known factor such
as approval given to add higher grade to the curriculum or the construction of additional
classroom:

 the principal should estimate the enrolment

 Apply early for the additional posts based on the approved staffing norms and
estimated enrolment.
 Application must be done the prescribed form [creation of additional post}
 Must be submitted to the inspector for verification and send it to the director for
approval.

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 WHEN THE LEARNERS ENROLMENT DECREASE SIGNIFICANTLY

 One or more post have to be abolished.

 Use the 15th day statistic to determine the abolishment.
 Excess staff may be transferred to another school or hostel
 Go on early retirement in terms of Public service act 13 of 1995
 The principal should apply for conversion of post on the school establishment
[restricted to non teaching staffs]

CHAPTER 16

GUIDELINES FOR THE ADMINISTRATION OF SCHOOL FINANCE

(UPE/USE)

SCHOOL FINANCE

HOW IS FREE EDUCATION ACHIEVED THROUGH UPE AND USE?

Circular No 07 of 2015 for Formal Education approved the abolishment of examination fees in
all public secondary schools as from 2016 academic year, and furthermore, approved the
abolishment of compulsory parental contributions to the SDF.

To achieve the objective of education for all, the Ministry joined the international fora to
commit towards education 2030 under the Sustainable Development Goals (SDGs) (in
particular, SDG4), under the theme “Ensuring inclusive education and equitable quality
education and promote lifelong learning opportunities for all”.

GUIDELINES FOR THE ADMINISTRATION OF SCHOOL FINANCE

• All the beneficiary schools should open an account (preferably a cheque account)
at the nearest banking institution;

• The SB should develop a school finance policy which is in line with national
finance and procurement regulations as per the State Finance Act, Act No.31 of 1991.

• Three (3) SB members should be assigned in writing during a SB meeting to have

signatory powers; any two (2) of the three (3) should sign on the cheques/withdrawal
forms.

• The school should write a letter to the banking institution and indicate the names and
personal details of these SB members who will give a specimen of their signatures to

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 the banking institution on a prescribed form. This is for verification purposes and to
avoid fraudulent transactions; and

• Copies of the above correspondence to the bank should be properly filed in the
finance file for record purposes.

UTILISATION OF EDUCATION GRANT

The EG should be used by the SB in accordance with the budget. It is advisable that the EG is
mainly used for teaching and learning purposes in the following areas:

• Curriculum attainment, e.g. teaching aids, stationery, textbooks and other learning
support materials (LSMs);

• Teaching and learning related equipment/machinery, such as photocopy machines,

papers, duplicators, computers, printers, scanners, tape recorders.

• Co- and extra-mural/curricular activities e.g. school health or HIV and AIDS
related;

• Activities, sport, religious activities, debate, science fair, learner capacity building
clubs such as School Health Clubs, school choir, educational excursions, culture etc.

• Office administration, e.g. telephone, internet, fax, cartridges, office stationery,

alarms, licenses, health and medical support first aid kit.

• School related transport including co- and extra-mural/curricular activities and

educational related activities;

• The staff member who is attending school/cluster/circuit related activities may

receive a

• Hiring of relief teachers for a period less than 30 days only

• Subsidise on cleaning materials;

• School-based (CPD);

• Non-food items of the NSFP.

• Refreshments and transport for SB related activities.

• Minor maintenance expenses for existing infrastructure, equipment and school

vehicles.

• Approval from the Regional Education Director should be sought for the
construction of sheds, school fences and installation of solar panels.

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THINGS THE EDUCATION GRANT SHALL NOT BE USED FOR THE
FOLLOWING EXPENDITURE

• Purchase of vehicles;

• Construction of new buildings or major renovations;

• Provision of loans to any individual;

• Refreshments for staff birthdays, parties, social events, gifts;

• For other activities not mentioned under 2.3 Developing the school infrastructure,
the school must first seek approval from the Regional Director of Education; and

• Remuneration for staff members for carrying out tasks over weekends/afternoon are
not allowed.

BOOKKEEPING AND CONTROL MEASURES

The principal and the treasurer must maintain effective control measures. Each school should
be in possession of the following registers:

• School (personalised) receipt books,

• Bank deposit book,
• Cheque book,
• Cashbook,
• Petty cash book,
• File for receipts received,
• File for bank statements,
• File for keeping invoices and proof of payment,
• Expenditure authorisation by SB (budget),
• File for all quotations,
• File for payment request forms register of assets, and
• Commitment registers (optional).

FUNDRAISING ACTIVITIES

Schools may conduct fundraising activities (bazaars, sales and collections) in order to finance
other activities that cannot be catered for by the EG. They must still however:

• Keep records of all income and expenditures, and

• Compile and submit a detailed financial report on total received and amounts spent.

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DONATIONS

Declare all donations to the Regional Education Director. In the record of donation, state the
following:

a) Reason for donation,

b) Details of donor,

c) Nature of donation (monetary or in kind),

d) Value of donation, and

e) Conditions attached to donation.

Donations in the form of materials and equipment can also be accepted. A separate stock
register should be kept for donated items for SB control.

SAMPLE QUESTION:

With the introduction of the secondary education grant, the ministry of education arts and
culture have will provide fund to schools. What mechanism will you put in place to ensure
the proper administration and utilization of the fund?

School finances are critical in enhancing proper operation of any school. Briefly describe the
proper procedures of managing school finances?

 Existence of school finance policy in accordance to UPE/USE guidelines

 Finance Committee-meeting held
 Current account-signatories (School Board)
 Budget- adopted by parents and approved by School Board
 Income-UPE/USE and donations
 Purchases/payments-through cheques; quotations to be sought; invoices kept
 Petty cash
 Register
 Financial reporting (monthly) and auditing (annually)

Votes of the UPE/USE

These funds should be used by the school board in accordance with the bugdget. It is
advisable that it is mainly use for teaching and learning areas.

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SAMPLE QUESTION:

LIST 10 VOTES OF THE UNIVERSAL PRIMARY EDUCATION AT SCHOOL

LEVEL IN RELATION TO NATIONAL CIRCULAR AND GUIDELINES
(10MARKS).

1. Curriculum and attainment

2. Teaching and learning
3. Co- and extra-mural curricular activities
4. Office administration
5. School related transport
6. School cluster related activities
7. Hiring of relief teachers
8. Minor maintenance
9. School based CPD
10. School bills (water and electricity)

SAMPLE QUESTION:

WRITE DOWN 5 EXPENSES FOR WHICH THE UPE GRANTS SHOULD NOT BE
USED FOR?

Answer:

 Purchase of vehicles
 Construction of new classes
 Major renovations
 Provision of soft loan to staff members
 Refreshment for staff birthdays, farewell, end year parties, gifts or social events.
 Paying staff members for carrying out tasks over the weekends/afternoon.

NB: other activities for funding, the school must first seek approval of the director (regional
education directors).

SCHOOL BUDGET:

What is a budget, when is it compiled and where it is approved?

 A school budget is a financial plan that indicates expected income and expenditures.
 Annually in October/November
 Approved by the parent meeting after discussion.

NB: the budget should be in line with the votes as prescribed by the national guidelines.

The signed original copy should be filed in the finance file and the copy forwarded to the
inspector of education.

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The existence of an approved budget authorizes expenditure otherwise all the expenditure
that is done in the absences of such document is unauthorized and the principal will be held
accountable for the funds.

OUTLINE THE PROCEDURES OF DRAWING UP A BUDGET AND THE

EXECUTION THEROF:

 The school board is responsible for approving/ amending or rejecting the budget.
 The budget is compiled at the school level putting in mind all the priorities for the
school by the teachers, management members and the LRC (staff meeting).
 The school board discuss the budget and recommend any amendment to the financial
committee or management.
 The financial committee compile the final draft of the budget.
 The school present the budget to the parents for adoption (parents meeting)
 The final budget should be endorsed by the school board chairperson, after discussion.

CHAPTER 17

INSTRUCTIONAL LEADERSHIP
 The core business of the school is quality teaching, resulting in successful learning.
 The principal’s focus should ensure the right balance between, being an
administrator, a manager, a leader and an instructional leader.

THE PRINCIPAL AS MANAGER, ADMINISTRATOR AND LEADER

The Principal as MANAGER:

 GET THINGS DONE, efficiently, through and with the HODs, teachers, parents and
learners in the school.

PERFORMS FOUR MANAGEMENT FUNCTIONS:

PLANNING:
 Formulate the vision, mission and value system
 Set objectives and plan strategies to achieve the V, M, and V
 To do things effectively and efficiently

ORGANISING:
 Determine what tasks are to be done (actions and activities),
 Who is to do them (allocate staff to take responsibility),

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  When the tasks should be done,
 What will it cost,
 Where decisions are to be made,
 Get targets to ensure quality.

DIRECTING AND SUPERVISING:

 Direct the implementation of the action plan;
 Delegate duties and responsibilities;
 Coordinate the supply and use of resources;
 Motivate people and resolve conflicts;
 Ensure effective communication channels;
 Supervise the work of the staff;
 Ensure agreed standards are met.

MONITORING:
 Establish a monitoring system;
 Assess results and compare them with set targets;
 Assess performance of staff;
 Implement staff development plans.

A MANAGER HAS THE FOLLOWING ATTRIBUTES:

 Is a creative problem solver.

 Demonstrates good people skills;

 Seeks order and discipline;
 Demonstrates a soft heart and tough mind;

 Focus on achieving results

THE PRINCIPAL AS ADMINISTRATOR:

IS A POLICY IMPLEMENTER:

 Implements MOE policies;

 Develops and implements internal school policies;

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  Implements MOE procedures, rules and regulations
 Develops and implements internal procedures and rules.
ENSURES QUALITY SCHOOL ADMINISTRATION

THE PRINCIPAL AS LEADER:

1. INFLUENCES the thoughts and actions of HODs, teachers and learners towards the
achievement of a vision and goals.

2. Has the natural ability to INSPIRE HODs, teachers and learners to do the right things
and achieve good results.
3. Needs to be CREATIVE and
 Initiate new and innovative ideas;
 Initiate and manage CHANGE in the school and community

 Overcome RESISTANCE to change

A LEADER HAS THE FOLLOWING ATTRIBUTES:

 makes a difference in the school;
 has a purpose and gives direction in the school;
 excites HODS, teachers and learners to achieve the impossible;
 makes effective decisions;
 requires respect and an interest in people;
 reveals the attitude of serving;

THE CONCEPTION OF A PRINCIPAL BEING:

A MANAGER
- To manage staff to get things done
- To solve problems
- To attend to buildings and other resources

An ADMINISTRATOR
- To implement policies /ensure good administration.

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A LEADER
- To influence and inspire teachers to achieve goals
- To create new ideas and manage change
- To take good decisions

NEED TO SHIFT TO ALSO INCLUDE BEING: AN INSTRUCTIONAL LEADER

DEFINITION:
Instructional Leadership is a process of guiding and encouraging the teacher along a path
towards greater professional effectiveness and successful learning

IL CAN BE DESCRIBED AS LEADING TEACHERS TO:

• meet on a regular basis to discuss their work,
• collaborate to solve teaching and learning problems,
• reflect on their jobs with the desire to improve,

• set high expectations for academic performance,

• create a culture of learning for themselves, and take full responsibility for what
learners learn

THE ROLE OF THE PRINCIPAL AS IL IS TYPIFIED BY THE FOLLOWING SIX

FUNCTIONS:

1. DEFINING AND COMMUNICATING A CLEAR VISION, MISSION, CORE

VALUES, GOALS AND OBJECTIVES

 Set a clear Vision, Mission, Core values

 Plan the SDP and PAAI accordingly

2. MANAGING THE CURRICULUM AND INSTRUCTION

 Implement the curriculum

 Ensure maximum time on task
 Make learner and teacher learning a priority
 Provide the necessary resources to teachers
 Stay involved in the teaching programme

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 3. SUPERVISING TEACHING

 Ensure teachers receive guidance and support

 Ensure teachers take responsibility for results
 Focus on staff development

 Focus on:
- Teamwork
- Sharing of best practices
- Monitoring of lesson plans and lesson delivery
- Evaluating teachers work in class

- Influencing and inspiring teachers to improve

4. MONITORING LEARNER PROGRESS

 M&E learner progress in mastering competencies

 Use results to provide support to teachers/learners

5. PROMOTING AN INSTRUCTIONAL CLIMATE

 create a conducive teaching and learning culture

 influence, inspire and discipline teachers and learners to perform
 build a supportive environment with stakeholders
 create a shared sense of purpose

6. SELF-AWARENESS OF THE INSTRUCTIONAL LEADER

 Better understanding of yourself

 Empowering yourself to accept change
 Having a positive attitude AND INFLUENCE OTHERS
 Having a clear insight of your personality and purpose
 Knowing your strengths and weaknesses
 Accepting the value of integrity and character

THE IL NEEDS UP-TO-DATE KNOWLEDGE

With regards to, the curriculum:
The Principal needs to know about the changing conceptions of curriculum, educational
philosophies and beliefs, curricular sources, curriculum evaluation and improvement.

With regards to instruction/teaching/learning

The Principal needs to know about different strategies of teaching, the theoretical reasons
for adopting a particular teaching strategy as well as the most effective learning strategies.

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With regards to assessment:
The Principal needs to know about the principles of assessment, assessment procedures and
assessment that aim to improve learning.

EVERYTHING in the school RISES and FALLS on the LEADERSHIP of the

PRINCIPAL

 The PRINCIPAL’s ROLE In the school is a complex one, a role that has many
duties and responsibilities including being an administrator, a manager and a leader. A
specialized role is being an INSTRUCTIONAL LEADER to help the teachers
improve their teaching. Improved teaching will result in higher learner achievement.
 The principal is key in creating a SCHOOL ENVIRONMENT in which
instructional leadership can thrive.

TYPICAL IL INTERVENTIONS

TRADITIONAL INTERVENTIONS:
* setting clear teaching and learning goals;
* allocating resources to instruction;
* managing the curriculum;
* monitoring schemes of work and lesson plans; and
* evaluating teachers.

A MORE RECENT APPROACH INCLUDES INTERVENTIONS LIKE:

 much deeper involvement in teaching and learning;

 involvement in professional development, including coaching and mentoring;
 attention has shifted from teaching to learning;
 a prominent involvement of the principal in teaching
 Creating a learning culture in the school;
 Building a school environment where teachers enjoy their job;
 Setting high expectations for academic performance;
 Gearing content and instruction, teaching and learning to standards;
 Creating a culture of continuous learning for teachers;
 Assess learning of teachers and learners continuously;
 Activating the community's support for the school’s academic success;
 Ensure the school’s academic program reflect the content of the mission, vision and
value statements of the school.

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ESSENTIAL SKILLS FOR BEING AN IL
1. Interpersonal or people skills

 These skills maintain trust, spur motivation, give empowerment and

enhance collegiality. Relationships are built on trust and tasks are accomplished
through motivation and empowerment where teachers are involved in planning,
designing and evaluating teaching program.

2. Planning

 Begins with clear identification of goals to work towards as well as induce

commitment and enthusiasm. Next is to assess what changes need to occur and
which may be accomplished by asking the people involved, reading documents
and observing what is going on.

3. Observing:

 Observing teaching aims to provide teachers with feedback to consider and reflect
upon their strengths and weaknesses.

4. Supervising/coaching

 teachers to improve their teaching

5. Inspiring

 Teachers to continuously perform better in class

6. Research and evaluation skills are needed to critically question the success of teaching
and learning in the school. It also includes learning from others who are successful in their
teaching and learning programs.

JOB DESCRIPTION FOR SCHOOL PRINCIPAL IN NAMIBIA:

The duties and responsibilities of the principal are individual and varied, depending on the
approaches and needs of a particular school. As a leader how do you approach or carry out
your duties by having the following in mind?

(a) Accountability
(b) Promoting a positive school climate
(c) Creating an effective learning environment
(d) Effective deployment of staff and resources
(e) Leading and managing the staffs
(f) Administration
(g) Interaction with stakeholder

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The duties and responsibilities of the principal are individual and varied, depending on
the approaches and needs of a particular school.

A. ACCOUNTABILITY
 Ensure that the school is managed efficiently and professionally.
 Create and implement a School Development Plan (SDP) and PAAI, which
identifies priorities and academic targets to ensure that learners achieve high
standards and that teaching is effective.
 Create an environment that secures effective learning for all learners and
promotes high standards of achievement, behaviour and discipline.
 Develop and implement guidelines for learner conduct, and a discipline plan
with rules and consequences for learner behaviour.
 Ensure that teachers fully comply with the guidelines in the Code of Conduct
for teachers.
 Create an environment that secures effective teaching and learning in each
classroom.
 Ensure that everything required is done to fill vacancies on the staff.
 Account for the school’s performance through the continuous analysis of
performance data, and for appropriate planning to sustain or improve
performance indicators.
 Ensure that the school meets all statutory and legal requirements in relation to
relevant legislations, e.g. The Constitution of Namibia, the Education Act, the
Labour Act, the Social Security Act, the Public Service Act, etc.
 Provide relevant information to parents, the community and all other
interested parties.
 Develop a realistic budget that includes the priorities of the Ministry and the
school by involving the staff, the parents and the community. Perform
efficient budget control.
 Provide information and advice to the School Board on educational issues.
 Ensure that the financial accounts of the school are maintained according to
financial regulations.
 Account for the complete inventory of the school.
 Account for the hostel and all related activities including the staff and learners,
if one is attached to the school.
 Sees to it that different extra-mural activities exist to meet the social and
physical needs of the learners.
 Foster knowledge of and respect for Namibian National Symbols and National
Assets.

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B. PROMOTING A POSITIVE SCHOOL CLIMATE
 Promote a safe and caring climate for learning.
 Lead by example, committed to high ethical standards of behaviour and
discipline, and provide inspiration and motivation to the school community.
 In consultation with the School Board and the staff, generate a vision, ethos
and policies for the school which promote high levels of achievement.
 Support the management and the staff in achieving the goals, targets and
priorities the school sets for itself.
 Ensure that the management of the school supports the MoE’s and Regional
vision, policies and goals.
 Monitor and review all aspects of attainment, priorities, targets, goals and
policies and takes the necessary action.
 Encourage collaborative decision making.
 Recognise exemplary performance of teachers and learners.
 Plan internal opportunities for school beautification through landscaping and
maintenance.
 Develop and administer policies that provide a safe school environment and
promote learner health and welfare.

C. CREATING AN EFFECTIVE LEARNING ENVIRONMENT

 Create a positive culture that promotes quality teaching and learning.
 Ensure that teachers set an example of being committed, well prepared, hard
working, consequent and approachable.
 Implement and organise the curriculum according to the broad curriculum of
the M.O.E and monitor and evaluate its effectiveness.
 Monitor the quality of teaching and learners’ achievements including the
analysis of performance data.
 Manage school time to ensure maximum time on task with minimal
disruptions.
 Ensure that the assessment policy of the Moe is properly implemented and
efficiently organised.
 Coordinate and provide opportunities for the teachers and learners to improve
their oral, reading, writing, listening and spelling skills in English and other
languages.
 Assess and record the attainment of learners.
 Monitor teachers’ and learners’ attendance.
 Develop links with parents, other schools, clusters, the wider community,
including business and industry, in order to enhance teaching and learning and
learners’ personal development.
 Create an effective partnership with parents.
 Contribute, as appropriate, to the teaching in the school.

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D. EFFECTIVE DEPLOYMENT OF STAFF AND RESOURCES
 Ensure that all staff understand their respective roles and responsibilities.
 Deploy and develop the staff to make most effective use of their skills,
expertise and experience.
 Manage and organise learners to ensure that effective teaching and learning
takes place and that individual learners’ personal development needs are met.
 Establish, in collaboration with the School Board, priorities of expenditure
from the School Development Fund and monitor the effectiveness of
spending.
 Monitor the use and maintenance of resources.

E. LEADING AND MANAGING THE STAFFS

 Sustain staff motivation
 Ensure proper inductionof new staff members
 Resolve disputes and difficulties speedily and consistently
 Coordinate and provide staff development activities
 Advise and guide the professional staff in all educational issues.
 Implement and sustain effective strategies for the management development of
all staffs.
 Develop positive working relationships with and between, all staff members.
 Plan, evaluate and support the work of subject groups and other groups of
staff, delegate appropriately and clearly and evaluae outcomes to ensure
quality education.

F. ADMINISTRATION
 Co-ordinate and encourage fund raising efforts.
 Ensure that a complete inventory is kept and stock-taking is conducted once a
year.
 Handle all correspondence received at the school.
 Ensure that ministerial and other circular received which effect members of
the staff are brought theeir notivce.
 Make regular inspection of of the school premises and equipment.
 Ensure a school journal containing a record of all important events connected
with the school is kept.
 Give proper instructions and guidelines for timetabling,admission and
placement of learners.

G. INTERACTION WITH STAKEHOLDERS.

 Serve on the school board
 Meet parent concerning learners academic progress and conduct.
 Participate in community activities in connection with education matters

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  Ensure that the school fully participates in cluster activities.
 Liaise with regional office, concerning policies,administration, staffing
,accounting ,purchase of equipment.
 Comminicate effectively with regional office regarding requests, queries and
explanations.
 Liaise with relevant structure example, NIED regarding the curriculum
development.
 Liaise with other relevant ministry eaxmple,min of works, gender, home
affairs and gender)
 Co-operation with universities, politechnicons and VTCs in relation with
learners record and performance.
 Maintain contact with sports, social, cultural and community organisations.
 Participate in ministerial and professional committees,seminars and courses.

JOB DESCRIPTION OF THE HOD:

 To assist the Principal in managing the school and promoting the education of
learners in a proper manner.
 To maintain a total awareness of the administrative procedures across the total range
of school activities and functions.
 To engage in class teaching, be responsible for the effective functioning of them
department and to organise relevant/related extra--‐curricular activities so as to ensure
that the subject, learning area or phase and the education of the learners is promoted
in a proper manner.
 To be involved at school management level with responsibilities relative to grade
implementation, evaluation of teaching programmes, teaching, supervision,
administration and in--‐service development, inspection and guidance of teachers at
the school.

B.CORE DUTIES OF THE HOD:

The duties and responsibilities of the head of department are individual and varied, depending
on the approaches and needs of the particular school. The duties and responsibilities include,
but are not limited to, the following:

ACCOUNTABILITY

 Assist the principal and ensures that the school is managed efficiently and
professionally.
 Account for the academic performance of the department and the school.
 Help to create and implement a School Development Plan, which identifies Priorities
and Academic targets to ensure that learners achieve high standards and that teaching
is effective.
 Create an environment that secures effective learning for all learners and promotes
high Standards of achievement, behaviour and discipline.

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  Develop and implement guidelines for learner conduct, and a discipline plan with
rules and consequences for learner behaviour.
 Ensure that teachers fully comply with the guidelines in the Code of Conduct for
teachers.
 Create an environment that secures effective teaching in each classroom.

PROMOTING A POSITIVE SCHOOL CLIMATE

 Promote a safe and caring climate for learning.
 Lead by example, is committed to high ethical standards of behaviour and discipline,
and provide inspiration and motivation to the school community.
 Support the staff in achieving the goals, targets and priorities the school sets for itself.
 Monitor and review all aspects of attainment, priorities, targets, goals and policies and
takes the necessary action.
 Recognise exemplary performance of teachers and learners.
 Perform any other duty or responsibility that might be reasonably requested by the
principal under this element.

CREATING AN EFFECTIVE LEARNING ENVIRONMENT

 Set an example of being committed, well prepared, hardworking, consequent and
approachable.
 Develop a classroom environment and teaching practice which secures effective
learning and provides a professional model, clearly demonstrating effective teaching,
classroom organisation and high standards of achievement, behaviour and discipline.
 Monitor the quality for teaching and learners’ achievements.
 Coordinate and provide opportunities for the teachers and learners to improve their
oral, reading, writing, listening and spelling skills in English and other languages.
 Assess and record the attainment of learners.
 Monitor teacher and learner attendance.
 Ensure that the learners’ behaviour is in accordance with the aims and code of
conduct of the school.
 Ensure that learners’ appearance is in accordance with the standards set by the school.
 Co--‐ordinate and lead the work done by subject teachers/ phase teachers.
 Support subject teachers/ phase teachers in all aspects of their work.
 Sustain staff motivation.
 Hold regular meetings with subject teachers / phase teachers where they can share
knowledge and skills in subject content and methodology and develop and maintain
suitable teaching materials.
 Create an effective partnership with parents.
 Contribute, as appropriate, to the teaching in the school.
 Perform any other duties or responsibility that might be reasonably requested by the
principal under this element.

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LEADING AND MANAGING THE STAFF
 Do performance appraisal regularly (class visits) on the basis of the prescribed criteria
that leads to written plans for the professional development of individual teachers.
 Build trust, good morale and co--‐operation within the subject/phase group.
 Address poor performance.
 Account for the development of subject teachers, effective subject management and
the academic achievements in the subjects responsible for.
 Give recognition for good work.
 Consult staff members and co--‐ordinate their efforts to reach academic targets.
 Deal with staff sensitively and respond to feedback from staff.
 Develop positive working relationships with, and between, all staff members.
 Advise and guide the teaching staff in all educational issues.
 Plan, evaluate and support the work of subject groups and other groups of staff.
 Resolve disputes and difficulties speedily and consistently.
 Perform any other duty or responsibility that might be reasonably requested by the
principal under this element.

STAFF DEVELOPMENT
 Lead by example and be committed to high ethical standards.
 Manage own time efficiently.
 Be visible, appropriate and earn respect.
 Take a firm stance and make decisions when circumstances warrant it.
 Deliver results on time and to agreed quality standards.
 See to it that the office layout indicates an attractive and active working environment.
 Compile an own annual academic programme that demonstrates close collaboration
with the principal, other HOD’s and staff members in own subject group.
 Compile an own annual programme that demonstrates regular participation in
meetings, courses, cluster activities, workshops and extra--‐mural programme with
teachers.
 Keep policy documents at hand and see to it that the content of such documents is
understood, applied and disseminated to teachers.
 See to it that normal school routine of teachers, especially teaching time, is not
disrupted by unscheduled meetings, telephone calls, unplanned announcements or
indiscipline.
 Set the tone for instructional leadership by being present, punctual and performing
teaching duties as required by the timetable.
 Act as leader in the absence of the principal.
 Work at own professional development by actively participating in performance
appraisal and keeping abreast of development in own subject / phase area.
 Assist the principal in staff development, and:
 Co--‐ordinate and lead induction and probation programmes for newly appointed
teachers.
 Assist the principal with induction and probation of newly appointed HOD’s.
 Appraise the performance of teachers in the subject / phase group (class visits) on a
regular basis and such appraisals lead to written plans for the professional
development of individual teachers.
 Encourage and motivate teachers to adhere to the guidelines in the Code of Conduct
for teachers.

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  Give attention to the quality of teaching of subject/phase teachers through in--‐
service training.

EFFECTIVE DEPLOYMENT OF STAFF AND RESOURCES

 Ensure that all staff understands their respective roles and responsibilities.
 Deploy and develop the staff to make most effective use of their skills, Expertise and
experience.
 Monitor the use and maintenance of resources.
 Co--‐ordinate and lead the extra--‐mural activities of teachers.
 Ensure that the extra--‐mural workload is equitably distributed among the staff.
 Perform any other duty or responsibility that might be reasonably requested by the
principal under this element.

INTERACTION WITH STAKEHOLDERS

 Build mutually beneficial relationships with teachers, non--‐teaching staff and
parents.
 Liaise with neighbourhood and feeder schools and other education institutions and
establish transfer arrangements to facilitate movement of learners between these
schools and institutions.
 Promote positively the image of the school and the profession.
 Participate in community activities in connection with educational matters.
 Ensure that the school fully participates in cluster activities.
 Contact with sports, social, cultural and community organisations.
 Participate in ministerial and professional committees, seminars and courses.
 Perform any other duty or responsibility that might be reasonably requested by the
principal under this element.

ADMINISTRATIVE
 Make regular inspections of the school to ensure that the school premises and
equipment are being used properly and that good discipline is being maintained.
 Make special effort to ensure efficiency with regard to stocktaking, inventories,
textbooks, consumables and other resources.
 Ensure the maintenance of the buildings, supplies and equipment.
 Establish and maintain a sound financial budgetary control system in the school.
 Co--‐ordinate and encourage fund raising efforts.
 Execute administrative tasks to agreed high standards of quality.
 Ensure that every staff member in the subject / phase group has a job description in
writing which is based on the performance criteria for the particular job category.
 Provide relevant information and advice to the principal.
 Perform any other duty or responsibility that might be reasonably requested by the
principal under this element.
 Develop subject policies.
 Control the implementation of the continuous assessment policy of the MoE.

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THE PRINCIPAL AND DIFFERENT LEADERSHIP STYLES
Leadership is the art of motivating a group of people to act towards achieving a common
goal.

“Leadership is influence. Anyone who influences someone else to do something has led that
person. A leader takes people where they would never go on their own”. (Hansel Finzel:)

DIFFERENT LEADERSHIP STYLES

A leadership style is a manner or approach of providing direction, implementing plans, and

motivating people.

Different types of leadership styles exist in any work environment. Advantages and
disadvantages exist within each leadership style. The culture, the goals, the task to be
completed, and the departmental needs of an organization mostly determine which leadership
style fits the situation best.

LEADERSHIP STYLES
 Autocratic (Authoritarian)
 Bureaucratic
 Democratic
 Coercive
 Transactional
 Transformational
 Laissez-Faire

THREE MAIN MANAGEMENT STYLES

AUTOCRATIC

 An autocratic or authoritarian manager makes all the decisions, keeping the

information and decision making among the senior management.
 The direction of the business will remain constant, and the decisions will be quick and
similar, this in turn can project an image of a confident, well managed business.
 subordinates may become dependent upon the leaders and supervision may be
needed;
 This style can decrease motivation and increase staff turnover

DEMOCRATIC (PARTICIPATIVE)

 The manager allows the employees to take part in decision-making: therefore

everything is agreed by the majority. (empowerment)
 this style can be particularly useful when complex decisions need to be made that
require a range of specialist skills;

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  From the overall business' point of view, job satisfaction and quality of work will
improve.
 The decision-making process is severely slowed down, and the need of a consensus
may avoid taking the 'best' decision for the business.

LAISSEZ-FAIRE (FREE-REIN)

 The leader delegates much authority to employees; the leader's role is peripheral and
staffs manage their own areas of the business.
 The style brings out the best in highly professional and creative groups of employees.
 The leader therefore evades the duties of management and uncoordinated delegation
occurs;
 this leads to a lack of staff focus and sense of direction, which in turn leads to much
dissatisfaction, and a poor company image

LEADERSHIP GOALS

 Various management styles can be employed dependent on the culture of the

institution, the nature of the task, the experience and personalities of the workforce
and the personality and skills of the leaders.
 Managers should exercise a range of management styles and should deploy them as
appropriate.
 Leadership style is the manner and approach of providing direction, implementing
plans, and motivating people.
 Leaders vary their styles. A leader is not strictly one or another style. Most leaders
use all three main styles; one style, however, becomes the dominate one.
 Positive Leaders use rewards (independence, education) to motivate employees.
 Negative Leaders use penalties with employees. These leaders act domineering and
superior w/people. Negative penalties include: days off without pay, reprimanding in
front of others, assigning unpleasant job tasks.

LEADERSHIP STYLES CONTINUES

AUTOCRATIC (AUTHORITARIAN)

 Leader retains power (classical approach)

 Leader is decision-making authority
 Leader does not consult employees for input
 Subordinates/followers expected to obey orders without explanations
 Motivation provided through structured rewards and punishments

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WHEN TO USE AUTOCRATIC

 New, untrained employees

 Employees are motivated
 Employees do not respond to any other leadership style
 High-volume production needs
 Limited time for decision making
 Manager’s power is challenged by an employee

BUREAUCRATIC

 Manager manages “by the book¨

 Everything must be done according to procedure or policy
 If it isn’t covered by the book, the manager refers to the next level above him or her
 Police officer more than leader

WHEN TO USE BUREAUCRATIC

 Performing routine tasks

 Need for standards/procedures
 Use of dangerous or delicate equipment
 Safety or security training being conducted
 Tasks that require handling cash

DEMOCRATIC

 Often referred to as participative style

 Keeps employees informed
 Shares decision making and problem solving responsibilities
 “Coach” who has the final say, but…
 Gathers information from staff members before making decisions
 Help employees evaluate their own performance
 Allows employees to establish goals
 Encourages employees to grow on the job and be promoted
 Recognizes and encourages achievement
 Can produce high quality and high quantity work for long periods of time

WHEN TO USE DEMOCRATIC

 To keep employees informed

 To encourage employees to share in decision-making and problem-solving
 To provide opportunities for employees to develop a high sense of personal growth
and job satisfaction
 Complex problems that require a lots of input
 To encourage team building and participation.

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COERCIVE

 Power from a person’s authority to punish

 Most obvious types of power a leader has.
 Good leaders use coercive power only as a last resort:
 In today’s sophisticated and complex workplace, excessive use of coercive power
unleashes unpredictable and destabilizing forces which can ultimately undermine the
leader using it.

WHEN TO USE COERCIVE

 To meet very short term goals

 When left with no other choice
 In times of crisis

TRANSACTIONAL

 Motivate followers by appealing to their own self-interest

 Motivate by the exchange process.
 Business owners exchange status and wages for the work effort of the employee.
 Focuses on the accomplishment of tasks & good worker relationships in exchange for
desirable rewards.
 Encourage leader to adapt their style and behaviour to meet expectations of followers

WHEN TO USE TRANSACTIONAL

 Leader wants to be in control

 When there are approaching deadlines that must be met
 Relationship is short term

TRANSFORMATIONAL

 Charismatic and visionary

 Inspire followers to transcend their self-interest for the organization
 Appeal to followers' ideals and values
 Inspire followers to think about problems in new or different ways
 Common strategies used to influence followers include vision and framing
 Research indicates that transformational leadership is more strongly correlated with
lower turnover rates, higher productivity, and higher employee satisfaction.
 Instils feelings of confidence, admiration and commitment
 Stimulates followers intellectually, arousing them to develop new ways to think about
problems.
 Uses contingent rewards to positively reinforce desirable performances
 Flexible and innovative.

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WHEN TO USE TRANSFORMATIONAL

 When leaders want members to be an active part of the organization and have
ownership to it
 When leaders are building a sense of purpose
 When the organization has a long term plan
 When people need to be motivated

LAISSEZ-FAIRE

 Also known as the “hands-off¨ style

 Little or no direction
 Gives followers as much freedom as possible
 All authority or power is given to the followers
 Followers must determine goals, make decisions, and resolve problems on their own.

WHEN TO USE LAISSEZ-FAIRE

 Employees are highly skilled, experienced, and educated

 Employees have pride in their work and the drive to do it successfully on their own
 Outside experts, such as staff specialists or consultants are being used
 Employees are trustworthy and experienced

CHARACTERISTICS OF A GOOD LEADER

 Clear vision and purpose Imagination; Very high expectations; Ambitious for
students and for the school
 Lead by example Role models
 Approachable Open door policy
 Innovative Encourage, open-minded, trust staff
 Determined and decisive Highly focused on what matters
 Focus on quality Monitor and evaluate performance
 Self-control - ability to stay calm, even in the worst of conflicts
 Visionary - a dreamer, someone who can see into the future. The challenge for every
visionary leader is not to get so far ahead of the team in what they see that they leave
them behind, lost, wandering about the future direction. A visionary is a dreamer but
they are also a strong communicator of their dream.
 Clear communicator

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HOW TO DELEGATE TASKS AND RESPONSIBILITY
Managers get things done through other people.

1. Select a task to delegate from your priorities

 A task should be a routine task, somebody else can probably do it better than you or
the task is not related to your key role (the 20% priority).

2. Define clearly the task to be delegated

 Understand the task fully yourself so that you will later be able to brief a teacher
thoroughly.

3. Select the right person for the job

 The person you choose should have the ability, knowledge, skills, enthusiasm, talent
and time needed to get the job done.

4. Responsibility

 The only way to develop responsibility in teachers is to give them responsibility.

ASKING SOMEBODY TO UNDERTAKE SOMETHING ADDITIONAL

Principals should give instructions that are clearly understood and carried out to the letter.
Here are some suggestions that will ensure your orders are understood and followed:

 Knowing exactly what you want

 Select the right person for the job
 Use clear, concise, simple language
 Give the reasons and explain the significance
 Check for understanding
 Distribute tasks evenly among staff members
 Follow up = monitoring progress

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 CHAPTER 18

EDUCATIONAL POLICIES:
NATIONAL PROMOTION POLICY GUIDE FOR JUNIOR AND SENIOR
SECONDARY SCHOOL PHASES

FOR IMPLEMENTATION:

Junior Secondary Phase: Grade 8 in 2017 and Grade 9 in 2018

Senior Secondary Phase: Grade 10 in 2019, Grade 11 in 2020 and Grade 12 in 2021

AIMS OF THE POLICY

The policy guide aims to provide a framework for uniform practices in promoting and
holding back learners and reporting learners’ progress in schools. It aims to minimise
inconsistency in the use of grade ranges, grade descriptors and promotion requirements
across school phases.

POLICY PRINCIPLES

 Learner-centred education presupposes that all children can learn and develop given
the right circumstances, and recognises that this ability varies from person to person.
 Learners will progress through the school phases in as near to normal time as
possible.
 Learners benefit most by remaining with their own age group. Gifted learners in
mainstream/inclusive schools may lack some emotional and social skills to be
promoted above their age group on the basis of academic excellence alone.
 Gifted learners will receive enrichment programmes.
 Grade repetition appears to be beneficial to learners for whom exposure to a year of
teaching in their current grade was not enough to enable them to master the minimum
level of necessary competencies and skills to continue to the next grade.
 Learners will be assessed using both formative and summative methods to determine
the extent to which they have mastered subject competencies in terms of knowledge,
skills and attitudes.
 Assessment is an on-going component of the curriculum, designed to evaluate the
effectiveness of the instruction and to keep track of continuous progress in the
learning process.
 As soon as it is determined that a learner is not capable of achieving certain specified
subject competencies and skills the teacher will clearly identify the learning
difficulties and draw up a plan of action (a support programme) to assist the learner in
overcoming his/her learning difficulties.
 Principals and heads of departments will monitor the work done by teachers and
learners in support programmes and ensure that continual individual feedback is
provided to both the learners and the parents.

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  In cases where the Promotion Committee is absolutely convinced that a learner would
definitely not benefit from progressing to the next grade, a learner will repeat a grade.
 Parents/guardians will be kept fully informed of why it is necessary for their child to
repeat a grade, what will be done by the school to ensure that learner masters the
necessary competencies, and what support can be provided to the learner at home by
the parent/s/guardian/s.
 Learners who do not progress to the next grade will receive counselling to help them
understand their situation and learning support focussed on the competencies which
they have not yet mastered.
 Schools will form partnerships with parents/guardians by maintaining close
communication with them, inviting them to visit the classroom, and providing them
with instructional materials to use in tutoring their children at home.
 All repeating and struggling learners will receive learning support.
 Learning support will be given by the class or subject teacher. The teacher will also
involve other resource persons to provide support.
 Procedures for special education referral and placement are in place.
 Referral will be done as early as possible in order to develop the learners’ individual
skills, aptitude and talents.
 Principals and heads of departments and teachers will receive training to enable them
to understand and meet special needs and assessment practices, and will have access
to resource persons with expertise in remedial work and specialised education in an
inclusive setting.
 Learners who are hard of hearing will attend regular schools right from the onset of
their education in order to make the most of and encourage residual speech,
particularly when the learner does not need Namibian Sign Language.

FEATURES OF THE POLICY

 Early identification
 Provision of high-quality learning support
 Restrictions to the number of times a given learner can be held back
 Building capacity of schools and teachers
 Building and sustaining stakeholder support
 On-going monitoring

RULES AND REGULATIONS FOR PROMOTION

 The promotion requirements are applicable to all government and private schools that
are registered with the Ministry of Education, Arts and Culture and offer the
Namibian school curriculum.
 In Grades 8 to 10 the decision to advance or repeat a grade should be made in the best
interest of the learner by the teachers, school principal and inspector of education.
 A promotion committee of the school should discuss borderline cases. The subject
teachers should participate in decisions about repetition or promotion.

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 Special conditions or extenuating circumstances the learner experienced during the
year or examination should be considered.

PROMOTION REQUIREMENTS
All assessment must be done according to the prescriptions of the National Curriculum
and related subject syllabuses. The standard of recorded continuous assessment tasks
should relate to the assessment requirements specified in subject syllabuses.

Grades 8 and 9
Out of 9 subjects, a learner in Grades 8 and 9 should be promoted to the next grade if
he/she has obtained:
 An E-grade or better in 7 out of the 9 promotional subjects;
 An E-grade or better in English;
 An overall average of an E (40%).
Note: Mathematics is compulsory in grade 10 and 11.

In Grade 9, learners will write a semi-external examination. The Directorate of National

Examinations and Assessment (DNEA) will be responsible for the setting and
distribution of question papers to the schools. The DNEA will also be responsible for the
drafting of the examination timetable in consultation with the Directorates of Education,
Arts and Culture before implementation.

Grade 10 and 11
A learner in Grade 10 should be promoted to Grade 11 if he/she has obtained:
 An E-grade or better in 5 out of the 6 subjects;
 An E grade in English;
 An overall average of an E (40%).

Learners will write an external examination that will lead to the Namibian Senior
Secondary Ordinary Level Certificate at the end of Grade 11.The criteria for entry to
Grade 12 will be determined by the Ministry of Education, Arts and Culture.

Grade 12
Learners will write an external examination that will lead to the Namibian Senior
Secondary Higher Level Certificate at the end of Grade 12.

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PROMOTION COMMITTEE

In each school there should be a promotion committee comprising of the school principal,
heads of departments and class/subject teachers. The committee has the overall responsibility
for promotions, and thus for, amongst others, ensuring that there is consistency in dealing
with borderline cases. All recommendations by the committee should be considered for
endorsement by the Directors of Education, Arts and Culture.

BORDERLINE CASES

These are learners in grades 8 to 10, although they failed, attained a percentage close to the
minimum requirement necessary to pass, i.e. their achievement is close to the promotion
percentage. Borderline cases involve the following:

 Learners who failed only one subject with less than 2% of the actual required
promotional threshold of 40%;
 Learners who failed a grade with less than 2% of the actual required promotional
threshold of an overall average of 40% (provided they failed only one subject).

Although these learners did not meet the prescribed, expected or average standards, they
should, after consultation by the promotion committee, the multi-disciplinary team and the
learning support team, be promoted to the next grade. They must then receive learning
support based on an individualised education plan in the subject/s in which they could not
master the required competencies.

BORDERLINE CASES

These are learners who are on the edge of one category (failing) and verging on another
(passing) according to the minimum promotion requirements (border). Their performance is
near to the promotion mark / percentage. Borderline cases involve the following:

 Learners who failed only one subject with less than 5% of the actual required
promotional threshold of 40% or;
 Learners who failed a grade with less than 5% of the actual required promotional
threshold of an overall average of 40% (provided they failed only one subject).
 Special conditions or extenuating circumstances the learner experienced during the
year or examination period.

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CIRCULAR: DNEA

GUIDELINES FOR THE MODERATION OF SAMPLED SCRIPTS FOR GRADE 9

SEMI-EXAMINATIONS

SUBJECT TO BE WRITTEN:

 English 2nd language

 Mathematics
 Life science
 Physical science
 Geography
 History

AT SCHOOL LEVEL:

 Script are marked by the responsible teacher (using mark scheme from DNEA)
 The HOD/ subject head must moderate 20% of the scripts.
 When marking is completed, each school send the final mark sheets and candidates
original mark scripts to the DNEA via the directorate of education (REXO)
 Schools with learners up to must send 6 answer scripts for each component
written.
 School with 50 learners and more, must send 10% of the total number of
candidates for each component written.
 The scripts to be sent for moderation should be collected from all teachers
who marked the subject including the scripts moderated at school level. This
should indicate with the name of the teacher that marked and moderated those
scripts.
 The script to be sent should be of various performance examples, above average,
average and below average.
 Schools will be requested to make copies of the scripts they will be sending for
moderation and to forward the original scripts to the DNEA. The copies of the scripts
sent to DNEA must remain with the rest of the scripts at the school.
 The school must send the scripts to their respective regional directorate of education
through REXO, 3 days before the school close on the 5th December 2018.

AT DNEA OFFICES

 The moderation will take place January

 Standardisation will take place between the responsible education officer of subject
and the appointed moderator.
 A general report will be written for each subject with reference made for specific
issues that might be extreme standout.
 These examiner report s will forwarded to schools though the regional education
directorate for interventions.

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Circular: DNEA 18/2018
CONDUCTING AND ADMINISTRATION OF GRADE 9 SEMI-EXTERNAL
EXAMINATION FOR NOVEMBER 2018 EXAMINATION

THE SIX COMPULSORY SUBJECTS

 2131 English as a 2nd language

 2220 Life science
 2200 Mathematics
 2301 history
 2210 physical science
 2300 geography

SETTING OF QUESTION PAPERS AND MARK SCHEMES

 Compulsory subjects (set and moderated by DNEA)

 Format of question paper [booklet form]
 The remaining subjects [set & moderated at regional level]
 Answer scripts must be kept securely
 Moderated for quality assurance (sample answer scripts]
 School do result analysis
 Region directorate submit analysed result to DNEA
 PQA to receive report from region

NB: No deviation is allowed

TOWARD IMPROVING CONTINUOUS ASSESSMENT POLICY

GUIDE: 1999

KEY WORDS

A syllabus is a course description for a subject within the curriculum ( purpose content,
objectives, competencies and assessment).

Scheme of work is use by the subject teacher to plan teaching and learning for the year.

Assessment of learners is the process of gathering information about how learners are
progressing in their learning.

Evaluation of learners is the progress of making a judgement about the quality of a learners’
performance using the information gathered during an assessment.

Reliability means that your assessment results must be consistent.

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Validity means that your assessment results can be defended as good to use to evaluate each
learner’s mastery of objectives and competencies from the syllabus that the learners actually
studied.

THE PURPOSE OF ASSESSMENT

 Information to learners
 Information to the parents
 Evaluating the teaching/learning process

TYPES OF ASSESSMENT

 Continuous assessment
 Formative assessment
 Summative assessment

METHODS OF ASSESSMENT

 Informal methods
 Formal methods
 Recording grades

CONTINUOUS ASSESSMENT

Is Assessment (both formal and informal) that is done on a regular and continuous basis.
Continuous assessment is meant to be integrated with teaching in order to improve learning
and help and direct the teaching and learning process.

TYPES OF CONTINUOUS ASSESSMENT

 Project
 Practical investigation
 Topic task
 Topic tests
 End of term examination.
Formative assessment is any assessment made during the school year that is meant to
improving learning and help shape and direct the teaching and learning process.(all
continuous assessment are formative).

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Summative assessment is an assessment made at the end of the school year based on the
accumulation of the assessment marks of the learners throughout the year in a given subject,
together with an end year examinations.(single end year promotional grade).

Formal assessment are procedures for gathering information about the learners that are
created with special thoughtfulness and care and should be closely matched to the basic
competencies in the syllabus example, tests, oral exam , project, portfolio.

Informal assessments are procedures for gathering information about learning that you
frequently use on activities example questioning learners and observation.

THE LANGUAGE POLICY FOR SCHOOLS IN NAMIBIA

2003
Rationale

 Education in the mother tongue, especially in the lower primary cycle of basic
education, is crucial for concept formation as well as literacy and numeracy
attainment. In order to be literate, one should not only speak well, but also know the
written language, as language is the system of human expression by means of words.
 In order to cope with its survival in today’s world, a language should therefore retain
the cultural values embedded in it and the traditional ways of expression. A person’s
identity is contained in the language and the culture you have inherited from your
forefathers.
 Shortly after independence in 1990, Namibia perceived the need to have a new
language policy for schools in order to promote mother tongue use, alongside English,
in schools and colleges of education.
 Proficiency in English does not automatically ensure effective participation in society.
One is rather considered an effective participant in society if you are able to
communicate and use all the functional tools in your mother tongue to your personal
advantage and social benefit.

THE GOALS OF THE POLICY

• The seven-year primary education cycle should enable learners to acquire reasonable
competence in English, the official language, and be prepared for English medium instruction
throughout the secondary cycle.

• Education should promote the language and cultural identity of learners through the use of
mother tongue as medium of instruction in Grades 1-3 and the teaching of mother tongue
throughout formal education. Grade 4 is a transitional year in which the mother tongue plays
a supportive role in the teaching. Mother tongue should be taught as a subject.

• Schools must offer not less than two languages as subjects from Grade 1

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CHANGES TO THE EXISTING NATIONAL SCHOOL LANGUAGE POLICY 1996
AND BEYOND 1

There are few pertinent changes to the existing policy. These are:

• The strengthening of mother tongue instruction in Grades 1, 2 and 3 through materials

development and teacher pre- and in-service training.

• More emphasis for the mother tongues to be taken as First Language subjects from Grade 1
through to Grade 12.

• Emphasis on the fact that the wish by a school, school board and parent community to offer
English as medium of instruction from Grade 1 must receive ministerial approval.

THE LANGUAGE POLICY

 Grades 1-3 will be taught either through the mother tongue or a predominant local
language.
 Grade 4 will be a transitional year when the change to English as medium of
instruction must take place.
 In Grades 5-7 English will be the medium of instruction.
 Grades 8-12 will be taught through the medium of English and the mother tongue will
continue to be taught as a subject.
 Examinations: Grades 7, 10, and 12 national examinations will be taken through the
medium of English,
 English is a compulsory subject, starting from Grade 1, and continuing throughout the
school system.

EDUCATION SECTOR POLICY FOR THE PREVENTION AND

MANAGEMENT OF LEARNER PREGNANCY
GOALS

The goal of this policy is to improve the prevention and management of learner pregnancy in
Namibia, with the ultimate aim of decreasing the number of learner pregnancies and
increasing the number of learner-parents who complete their education.

THIS GOAL MAY BE SUBDIVIDED INTO THE FOLLOWING POINTS:

 To increase learner education about sexual responsibility and sexual health to help
prevent learner pregnancies;
 To create a policy of inclusion and support for learners in cases where pregnancy has
occurred;

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  To promote the continued education of pregnant learners, expectant fathers and
learner-parents;
 To promote shared responsibility for the pregnant learners, expectant fathers and
learner-parents between themselves, the extended family, the school and other line
ministries.
 To promote participatory decision-making amongst all stakeholders.

GUIDING PRINCIPLES

THIS POLICY IS BASED ON SIX GUIDING PRINCIPLES

 RIGHT TO EDUCATION: All children in Namibia have the right to education,

without discrimination on the basis of sex. This right to education includes the right of
a learner not to be discriminated against or disciplined because of pregnancy or
parenthood.
 PREVENTION: Pregnancy amongst learners should be discouraged. However, this
must be accomplished by appropriate prevention measures and not by punishment of
pregnant learners.
 INFORMATION: Schools should aim to prevent learner pregnancies by providing
an environment in which learners are fully informed about reproductive health matters
and have the information and guidance they need to make responsible decisions.
 RESPECT: Education on reproductive issues must emphasise the right to freedom of
choice for both boys and girls and respect for the dignity of the individual.
 SUPPORT: Pregnant learners and learners who become parents shall be supported to
complete their education in a manner which takes into account the health and welfare
of the new born child.
 RESPECT FOR CULTURE AND FAMILY: Furthermore the policy emphasises
on-going communication between the school and the family.

POLICY PROVISIONS

PREVENTION OF LEARNER PREGNANCY

 Reproductive and sexual health: Schools shall strive to ensure that learners, both
boys and girls, are educated about the benefits of abstinence, the risks of engaging in
sexual activity at a young age, appropriate use of contraception and the right of both
male and female learners to free and informed choice in respect of sexual matters.
 Life Skills and supplementary programmes: The Principal shall ensure that Life
Skills periods are included in the school timetable and are taught by a trained and full-
time Life Skills teacher where possible. Schools shall be encouraged to supplement
the Life Skills subject with “Windows of Hope”, “My Future My Choice” and other
programmes.

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  Promoting safe leisure activities: Schools and school hostels shall endeavour to
arrange after-school and evening activities which provide safe entertainment options
for learners in an alcohol-free environment.
 Gender-specific support and mentoring for learners: To ensure that female
learners are empowered through the achievement of equal opportunities with male
learners, the Principal shall designate one or more female teachers to:
 Counselling: Counselling and information shall be available for both female and male
learners. The Principal shall designate at least two specific teacher-counsellors to
provide counselling services for children and adolescents on request
 Possible partners: The Principal, acting in consultation with the Life Skills teacher
and/or teacher-counsellors, shall invite health and social workers to make regular
presentations on reproductive and sexual health issues to learners.
 Family and community involvement: Teachers shall in the course of their duties
contribute to the involvement of the School Board, families, community members and
other partners in prevention programmes.
 Safe environment: Schools shall strive to ensure that the school and the school hostel
environment are safe and that learners are free from sexual harassment or sexual
abuse by learners, teachers or other staff.
 Exemplary behaviour by education staff: Teachers and all school staff should be
positive role models regarding alcohol consumption and sexuality.

MANAGEMENT OF LEARNER PREGNANCY

In cases where prevention measures fail and learners become pregnant, the school shall
endeavour to manage the situation by supporting pregnant learners, expectant fathers and
learner-parents to combine continuation of their education with the responsibilities of
parenthood without compromising the best interests of the infant or the learner. This process
should be collaborative between the school, the pregnant learner, the expectant father and
their families, and should involve participatory decision making.

Promotion of openness: Learners shall be encouraged to inform a trusted adult, teacher,

teacher-counsellor, social worker or healthcare provider of learner pregnancies.

Information, counselling and support: At least one member of staff shall be identified as a
support person in respect of each instance of pregnancy

Health: The school shall facilitate the referral of the pregnant learner, through the learner’s
parents or primary caregiver, to a health clinic.

Education before giving birth: The girl may choose to continue with her education at
school until 4 weeks before her expected due date, as certified by a health care provider, or

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take a leave of absence from an earlier date if this is advised by a health care provider on
medical grounds, or if she feels unable or unwilling to continue attending school during any
stage of pregnancy.

School assignments: The girl should take steps to ensure that she receives her class tasks and
assignments during the agreed period of absence from school, and that all completed tasks
and assignments are returned to the school for assessment.

Education after giving birth: The girl may continue with her education after giving birth,
provided that

Breastfeeding and expression of milk: The support person shall inform the learner-mother
of the advantages and disadvantages of breastfeeding an infant and the options regarding
breastfeeding and the expression of breast milk.

Examinations: A girl who has left school because of pregnancy may write her examinations
if she has met the examination requirements and if she feels that she is ready, after
consultation with the school, regardless of whether or not she is attending school at the time
of the examinations.

Boarders: If the girl in question is a boarder in a government school hostel, she shall be
entitled to continue in the hostel for the period that she is attending school both before and
after giving birth under the same conditions as would have applied had she not become
pregnant, as long as she is in good health.

IMPLEMENTATION, DISSEMINATION AND AWARENESS

In order to ensure effective implementation of this policy, the Ministry of Education shall
ensure that it is widely disseminated to all relevant stakeholders.

 Dissemination of policy. The Principal shall share the contents with the staff within
three months of receiving it. Newly appointed staff shall acquaint themselves with the
policy within their first month of school.
 Workshops: The Ministry shall convene regional workshops to inform School
Boards, Inspectors of Education and Principals of the policy, and to periodically
discuss implementation issues and exchange information on best practices in terms of
practical support to pregnant learners, expectant fathers and learner-parents.
 Life skills programmes: The new policy shall be incorporated into curricular and
extracurricular life skills programmes, such as “My Future My Choice” materials, to
avoid confusion and unnecessary discouragement of pregnant learners.
 Partnerships: The Ministry shall cooperate with line ministries and non-
governmental groups on prevention, support and policy implementation.

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  Communicating policy: Schools shall make a copy of the policy accessible to all
learners and shall discuss the policy with the school’s Learner Representative
Councils and involve the Councils in implementing the policy. Schools shall make
available copies of the policy to all School Board members upon their election.
Schools shall also ensure that families are adequately informed about the policy.
 Information packages: The Ministry of Education shall develop information
packages to fulfil the information objectives of this policy, and shall make these
packages available to schools for distribution as required by the policy.

SECTOR POLICY ON INCLUSIVE EDUCATION

Inclusive education can be seen as a process of strengthening the capacity of an education

system to reach out to all learners. It is, therefore, an overall principle that should guide all
educational policies and practices, starting from the belief that education is a fundamental
human right and the foundation for a more just society.”

WHAT IS INCLUSIVE EDUCATION?

UNESCO defines Inclusive Education as:

“… [a] process of addressing and responding to diversity of needs of all learners through
increasing participation in learning, cultures and communities, and reducing exclusion within
and from education. It involves changes and modifications in content, approaches, structures
and strategies, with a common vision which covers all children of appropriate age range and a
conviction that it is the responsibility of the regular system to educate all children.”
(UNESCO, 2008)

AIM OF THE POLICY

The aim of this Sector Policy on Inclusive Education is to ensure that all learners are
educated in the least-restrictive education setting and in schools in their neighbourhood to the
fullest extent possible.

OBJECTIVES OF THE POLICY

The main objectives of the Sector Policy on Inclusive Education are:
 to expand access to and provision of quality education, especially for educationally
marginalised learners; and
 To support learners with a wide range of individual abilities and needs in compulsory
education at Early Childhood Development (ECD), pre-primary, primary and
secondary levels.

Guiding Principles
The Sector Policy on Inclusive Education will contribute to the achievement of the goal of
Education for All through a holistic framework for learning and participation, with a specific
focus on learners who have been educationally marginalised.

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THE GUIDING PRINCIPLES OF THE POLICY ARE:
 identification and addressing of challenges and/or barriers in the education system;
creation and development of an Inclusive Education sector;
 development of capacity at national, regional, circuit, cluster, school and
community levels;
 application of an inclusive cross-directorate approach to education-related
programme planning, development and implementation;
 reorientation of teacher education (i.e. improvement of pre- and in-service teacher
training);

THE EIGHT STRATEGIES AND THEIR OUTCOMES

The following strategies are the vehicle for achieving the objectives of the Sector Policy on
Inclusive Education.

1. Integrate the Sector Policy on Inclusive Education into all other legal frameworks and
policies of the education sector.
2. Raise awareness of the constitutional right to education and foster attitudinal change.
3. Support institutional development by developing human and instructional resources.
4. Review the National Curriculum for Basic Education to reflect the diversity of learning
needs of all learners.
5. Widen and develop educational support services.
6. Develop teacher education and training for paramedical and support staff.
7. Strengthen and widen in-service training for stakeholders.
8. Develop a mechanism for monitoring and evaluating the implementation of the Sector
Policy on Inclusive Education.

EDUCATION SECTOR POLICY FOR: ORPHANS AND VULNERABLE

CHILDREN

DEFINITIONS
According to the National Policy on Orphans and Vulnerable Children an orphan is “a child
who has lost one or both parents because of death and is under the age of 18 years” and a
vulnerable child is “a child who needs care and protection”.

GOALS AND OBJECTIVES

The goal of this policy is to ensure that an increased number of OVC are able to access,
remain in, and complete general education of good quality.

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THE OBJECTIVE OF THIS POLICY IS:
 to ensure that all OVC of school-going age attend school and are not deterred from
full participation through lack of financial means, material or psychosocial need,
stigma, discrimination or any other constraints,
 And to ensure that out-of school OVC are brought back into school or provided with
appropriate alternative educational opportunities.

THE GUIDING PRINCIPLES OF THIS POLICY ARE TO:

• Aim that OVC have the same opportunities as any other Namibian child
• Bolster family and community participation in the education system,
• Establish collaborative partnerships with parents,
• Focus on the best interest of the child,
• Link prevention, treatment and care programmes, and
• Nurture meaningful participation of children,
• Promote action on gender disparities,
• Promote inclusion and non-discriminatory environments, culture and practices,
• Strengthen networks and systems and leverage support wherever possible, recognising that
poverty is a key contributor to vulnerability,

POLICY PROVISIONS
 Addressing school related expenses
 Providing health care and nutritional Support
 Ensuring a safe and non-discriminatory environment
 Providing counselling and support
 Ensuring equal opportunities and educational success for all
 Integrated early childhood development
 Children with disabilities and learning difficulties
 Learner support
 Engaging the community and other partners
 Providing training and support to teachers
 Filing grievances

IMPLEMENTATION: DUTIES AND RESPONSIBILITIES

Schools: Principals and Teachers
 Mobilize resources
 Implement policy at school level•
 Monitor the implementation of the policy•
 Support staff primarily responsible for providing services to OVC • in the school
 Assist in the identification of out-of-school OVC learners•
 As directed in writing by a parent or guardian or health care worker through the office
of the principal, shall assist a child with taking of medication
 Model and inculcate a culture of care

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  Must be responsible for the creation of a conducive learning environment
 Advocate for the rights of the child, liaise with and educate stakeholders
 Keep records of children receiving counselling and/or other kinds of support
 Ensure that children’s authentic and ethically-obtained opinions and contributions are
taken into account in the planning and implementation of each article in this policy
Education Sector Policy for Orphans & Vulnerable Children

SCHOOL BOARDS AND LOCAL LINE MINISTRIES, NGOS, CBOS AND FBOS
 Advocate and lobby for the full implementation of this policy
 Draw up a school development plan with a component of care and support for OVC,
handle the exemption and adopt the budget (as per Education Act)
 Develop circles of support with local clinics, community members, • NGOs, CBOs,
FBOs, the private sector and other line ministries. Lobby and
 Coordinate support from the private sector, in cash and in kind, to support the feeding,
clothing and other needs of OVC.
 Assist in the identification of out-of-school OVC
 Sensitize and inform community members and other stakeholders on the policy and
the exemption provision and procedures and the rights and responsibilities of OVC, as
well as the rights and responsibilities of those who assume the role of caregivers.
 Hold meetings to discuss the policy in detail, organize awareness campaigns to
communicate the policy to various community groups.
 Inform the principal about the difficulties and circumstances of learners-in-need
 Provide information on services provided to OVC to the local school and to the
Ministry of Gender Equality & Child Welfare for their data-base to avoid duplication
of services
 Link with regional officials
 Ensure that children’s authentic and ethically-obtained opinions and contributions are
taken into account in the planning and implementation of each article in this policy

Learners
 Participate in forums and advocate for the rights of children
 Inform a staff member or the teacher-counsellor of difficulties or problems
 Comply with the Code of Conduct for Learners
 Be familiar with the policy
 Treat each other with respect and care
 Practice responsible enjoyment of rights and services

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 LEARNING SUPPORT IN INCLUSIVE EDUCATION
NATIONAL GOALS OF EDUCATION

 Access
 Equity
 Quality
 Democracy

INCLUSIVE EDUCATION

 The education system being responsive to the individual needs of all learners by
removing all barriers to learning.

LEARNER CENTRED EDUCATION

 An approach to education that places learners and their needs in the centre of teaching
and learning.

THE APPROACH IS BASED ON:

 The right of every learner to meaningful education in mainstream schools.

 The right of every learner to be educated with friends and family in their own local
community.

WHAT DOES INCLUSIVE MEANS TO THE TEACHER?

 It is very teacher’s responsibility to cater for the needs and to support the learning of
all learners in the class during every lesson.

COMPARISON BETWEEN REMEDIAL TEACHING AND LEARNER SUPPORT

REMEDIAL TEACHING

 Learners fails
 Change the learners
 Fix the learner to fit in
 Interventions by specialist example: remedial teacher
 Special placement example, special class and school learner is excluded and labelled.

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LEARNING SUPPORT

 Learner is able
 Change the teaching strategies
 Learner gets learning support
 Collaboration between all role players-teacher, learner and parent.
 Stay in mainstream
 Learner is included in all teaching activities.

LEARNING SUPPORT INVOLVES:

 Planned methods that enable learners with learning difficulties and other special needs
example: counselling, to reach essential basic competencies.
 Strategies to ensure that all learners are able to make progress and achieve according
to their ability.
 Strategies to cater for the needs of intellectually gifted learners.
 Differentiation in the class
 Learning support program in the afternoon, were the teacher work on the learner’s
backlog and give activities on his level of understanding.

HOW?

 The teacher should have a positive attitude and a cultural of care towards every
learner.
 Lesson plans should include a variety of teaching strategies, learner-centred activities
and learning support material.
 Lesson presentation should suit learners’ levels of understanding.
 Differentiation should be practised
 Teachers should support learners with special needs
 A learning support programme should be in place in all schools.

WHO NEED LEARNING SUPPORT

 Learners repeating a grade

 Learners who are transferred without promotion
 Learners not achieving the require competencies in subjects
 Learners who are academically gifted
 Deprived and vulnerable learners

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WHAT IS COVERED UNDER LEARNING SUPPORT?

 Reading
 Writing
 Spelling
 Numeracy
 Homework
 Study skills/examination skills
 Enrichment activities for the academically gifted

HOW TO ORGANISE LEARNING SUPPORT?

 All teachers identify learners in need of learning support

 All teachers cater for learning support in lesson plans and administer it during lessons.
 Some learners will be referred to the learning support group for afternoon sessions.

LEARNING SUPPORT GROUP

 Will have a coordinator

 Will meet with counselling support group (CSG)
 A teacher will focus on a specific skill
 Learning support afternoon class should be limited to 15 learners.

REFERRAL PROCEDURE

The learning support group coordinator should refer more severe learning problems through
the teacher counsellor and the principal to the regional school counsellor/inclusive education
officer.

THE COUNSELLING GROUP AND THE LEARNING SUPPORT GROUP MUST

COOPERATE AT ALL TIMES

LEARNING SUPPORT GROUP:

 Teacher
 Principal
 Counselling support group
 Learning support coordinator
 Learning support teacher
 Parent ,guardian or caregiver

WHO ARE THE ROLE-PLAYERS IN LEARNING SUPPORT SYSTEM?

• Principal

• The Phase HOD

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• Class Teachers and Subject Teachers

• Life skills teachers

• Regional School Counsellors

• Community Experts (Retired teachers, remedial teachers, etc.)

• Learners

• Parents

• School Inspectors

• Advisory Teachers

TEXTBOOK POLICY

MARCH 2008
THE VISION OF THE TEXTBOOK POLICY

The Textbook Policy aims to pave the way forward for learners in formal education to have
equitable access to learning support materials (LSMs) to develop to their full potential in
order to make a meaningful contribution to economic development.

MISSION OF THE TEXTBOOK POLICY

To plan and implement an integrated, sustainable and coordinated learning support materials
(LSMs) supply chain that will provide the best value, curriculum relevant textbooks and other
LSMs in an equitable way to all learners and teachers. This will have a direct and measurable
impact on the quality of learning opportunity for all learners.

TEXTBOOK SUPPLY CHAIN: CURRENT OPERATIONAL STATUS

The three key stages in the textbook supply chain are evaluation and selection, procurement
and delivery and payment.

The provision of textbooks is inadequate and seriously constrains the quality of education,
especially at schools in disadvantaged and poor communities, where buying a textbook is not
an option as these are not easily available.

English, mathematics and the sciences are identified as critical subjects that affect students’
overall performance.

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POLICY FRAMEWORK

POLICY GOAL

The policy goal is to direct the effective and efficient planning and management of the
national selection, provision and distribution of textbooks and other LSMs.

The overall objective of the policy is to ultimately achieve a textbook to learner ratio of 1:1.

POLICY OBJECTIVES

 To promote the cost effective and timely supply of good quality, relevant curriculum
materials to all learners and teachers .as a basis for the teaching and learning of skills
vital to personal, social and national development in a knowledge-based economy.
 To ensure equal access to quality LSMs for all learners in all schools, in all regions.
 To ensure that the textbook supply chain (procurement and distribution) is managed
efficiently and transparently and provides best value for money.
 To improve the efficiency of educational management and administration at every
stage of the supply chain process.
 To ensure that the best value and educationally relevant LSMs are made available to
all learners.
 To broaden access to LSMs and other reading materials to improve the reading
culture in schools.
 To ensure that those learners with special educational needs are catered for.
 To ensure that LSMs are attractive and durable and reflect current, regional and
international perspectives and approaches.
 To increase the annual per-learner allocation for LSMs.
 To establish an autonomous and independent National Textbook Board whose
members will represent a wide range of stakeholders.

PRIORITY POLICY STRATEGIES

 The following strategies have been identified to achieve the objectives of the National
Textbook Policy:
 Establishment of a National Textbook Development Board to provide the authority
to govern all aspects of national textbook development.

 Establishment of a supply chain management unit within the Directorate of

Programmes and Quality Assurance.

 Provision of mother-tongue literacy materials.

 Teacher training and support especially for Grades 1–3 in order to improve functional
literacy standards and the utilisation of LSMs.

 Reviews by the National Institute for Educational Development of the existing policy
on the curriculum reform.

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  Review of the policy on evaluation of textbooks (annual textbook catalogue).

 Changed M.O.E tendering and contracting of textbook distributors

 Use of the latest Education Management Information System) (EMIS) 15-day school
survey enrolment data as well as the annual census to calculate the textbooks
capitation allowance for schools based on an agreed transparent standardised
formula and ring fenced.

 Modify collection of data for EMIS to monitor availability, utilisation and

distribution of relevant textbooks annually.

 Establishment of performance and service standards

 Engagement at regular intervals of a textbook development expert to review and

evaluate.

 Improvements in teacher: learner textbook ratios so as to achieve a 1:1 ratio.

 Standard stock control practices apply to textbooks and LSMs.

CIRCULAR: FORM.ED 6/2018: GUIDELINES ON REGION AND SCHOOLS WITH

REGARDS TO THE MANAGEMENT AND UTILIZATION OF TEXTBOOKS AND
OTHER LEARNING SUPPORT MATERIALS AT SCHOOLS.

GUIDELINE
TEXTBOOKS AND LEARNING SUPPORT MATERIALS
 Textbooks and learning support materials are property of the government of republic
of Namibia, ministry of education, arts and culture and are on loan to regional
directorates, libraries, schools, teachers and s learners and should be taken care of to
allow other learners to benefit from theses textbooks and learning support materials.
 Textbooks and learning support materials purchased by either the MoEAC head office
or regional directorates of education, arts and culture remain the property of the
ministry.

IF A TEXT BOOKS AND OTHER LEARNING SUPPORT MATERIALS ARE

DAMAGED OR LOST DUE TO NEGLIGENCE FROM THE SIDE OF THE
LEARNER THE FOLLOWING STEPS MUST BE FOLLOWED:

 The register teacher shall inform the parents/guardians about the lost or damaged
textbook, indicating the title, ISBN number, inventory number and the cost of the
textbook. The learner and parents/ guardian shall be required to replace the item a
similar one ( according to the approved textbook catalogue from NIED)

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 The textbook must be replaced as soon as possible after loss or damage is evaluated to
ensure that the learner can participate in all teaching activities and do not fall behind
with schoolwork due to lack of textbook (s).
 The register teacher must carefully verify and ensure that the returned textbook is not
a textbook issued to another learner (inventory number of the textbook issued to
learners must be recorded on control form 05.2 according to the textbook policy.
 If a textbook and other learning support materials are lost due to natural causes such
as floods and fire the parents/guardians of the learner must write a letter informing
his/her register teacher about the loss and explain the circumstances surrounding the
los within seven days from the occurrence of the incident. The letter must be signed
by the learner and the parent/guardian and be certified by police officer/commissioner
of oath as true and correct. The register teacher should submit a copy of this letter to
the school textbook room officer/teacher immediately to give the textbook room
officer/teacher time to assess the validity of the cause of loss and to advise the register
teacher about any additional requirement to relieve the learner or parent from
accountability and liability.
 If textbooks and other learning support materials are lost due to the transfers or
dropping out of school by learners without returning the textbooks, the register
teacher must contact the learner or parent/guardian to return the textbooks or learning
support materials. If the whereabouts of the learner is unknown, the register teacher
must inform the school textbook room officer in writing about the reasons why the
learner cannot not be traced. The letter must inform the school principal in writing.
 If the learner is transferred to another school or region, the textbook room teacher
shall submit a letter to the life skills teacher to forward to the new school or region
together with the cumulative record card of the learner. The new school or region
shall not hand out textbooks to such a learner until proof is provided that the
textbooks have been returned to the initial school or region.
 Failure to return textbooks or learning support materials shall result in the learner not
receiving textbooks until such time that these textbooks have been replaced. If the
parents/guardian are unable to replace lost or damaged textbooks the principal of the
school shall provide a programme of voluntary work/community work for such
learners.
 No report or certificates may be withheld from learners for lost or damaged textbooks.
 The register teacher must forward a copy of all learners to the school textbook room
officer. The textbook room office must compile a long list of all lost and damaged
textbooks in order to keep a proper inventory according to the control form 03 and 04
from the textbook policy.

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MEASURES TO KEEP TEXTBOOKS SAFE DURING MID-YEAR SCHOOL
HOLIDAYS

SENIOR SECONDARY PHASE LEARNERS.

Learners in the senior secondary phase should keep their textbooks with them to utilise
during the holiday to prepare for examinations.

JUNIOR SECONDARY AND SENIOR PRIMARY PHASE LEARNERS

Register teachers must instruct learners to bind all their textbooks, with their names
attached to the first book in the bound package and store it in a lockable cupboard in the
register class for the duration of the school holiday. The set of textbooks can be returned
to learners at the beginning of the new term.

JUNIOR PRIMARY PHASE

Textbooks are kept at school on a daily basis and locked up in lockable cupboard inside
classroom.

END OF THE ACADEMIC YEAR

Learners must hand in the textbooks on the last day of the specific examination. Register
teachers must collect all textbooks from learners prior to the start of the examination
session of each subject that is finally written.

All register teachers must return all textbooks to the textbook room teacher at the end of
the academic year. The textbook room teacher must verify the quality of books against
control form 02 of the textbook policy to ensure that all textbooks issued at the beginning
of the year are returned and in good order for the next academic year.
The ministry of education, arts and culture stressed that principals, teachers, learners and
parents/guardians are responsible for the safekeeping of textbooks and other learning
support materials issued to them.

Parents/guardians and learners must be reminded that these textbooks are only on loan to
learners for the academic year and should be cared for , since the lifespan of textbooks is
projected be five (5).

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 NAMIBIA SCHOOL FEEDING PROGRAM (NSFP
SCHOOL FEEDING POLICY GOAL

To enable MoEAC with the support from relevant ministries to promote equitable
participation in quality learning and education for all children in Namibia, during all seasons,
by providing nutritious and healthy food through schools that are a part of the social and
economic life and development of communities.

THE NSFP POLICY OVERVIEW

THIS POLICY WILL CONTRIBUTE TO NAMIBIA’S GOAL OF POVERTY

REDUCTION BY ENHANCING:

 Access to Quality Education for all Namibian Children

 Nutrition and Health
 Household Agricultural Productivity

LINKAGE OF NSFP TO SDGS

 The NSFP contributes to SGD 2: Zero Hunger and SDG 4: Quality Education
 Learners receive a nutritious meal at school: School meal contributes to income
transfer, especially for parents from vulnerable households
 Through initiatives such as the HGSFP – local agricultural production is enhanced
thereby strengthening the local economy.
 Access to Quality Education, SDG 4: Contribute to increased attendance and attention
span in class.

LEGAL FRAMEWORK
 NDPs
 1993-toward education for all
 The drought policy:1997
 Education act 16 of 2001
 National policy on HIV/AIDS
 OVC policy

NSFP OBJECTIVES

 Contribute to increase school enrolment, attendance and retention.

 Contribute to learning performance and progression through grades
 Contribute to improved health and nutrition of children

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TARGETING PRINCIPLES

 Gender-specific rate of enrolment, attendance, drop-out and promotion

 Household security situation/indicator
 Regional and household socio-economic and nutrition indicator
 Average walking distance of schools from homes of learners.

OTHER REQUIREMENTS

 Hygiene
 Water
 Sanitation
 Adequate kitchen
 Storage facility
 Community commitment

BENEFICIAL OF NSFP

 All pre-primary and primary learners regardless of their socio-economic status.

 Cook who volunteer their time to prepare the meal.

WHAT ARE THE ROLES AND RESPONSIBILITIES FOR THE COMMUNITIES WITH
THE NSFP

SCHOOL BOARD:

 Nominate school focal person

 Manage the NSFP
 Form a sub-committee
 Maintain finance of the NSFP
 Sensitize and mobilize community participation

FOCAL PERSON

 Managing the NSFP

 Supervision
 Monitoring and reporting
 Community participation

COMMUNITY

 Nominate community members

 Provide assistance if necessary

PARENTS

 Attend meetings
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  Provide materials
 Participate in community activities

COOK

 Manage food preparation

 Prepare and serve meals daily to the learners at school
 Keep the kitchen clean
 Wash the cooking equipment (pots, measuring devices)
 Ensure enough fuel is available for next day food preparation.

LEARNERS

 Demonstrate orderly conduct (proper behaviour with queuing and during meal time).
 Wash their hands before and after consuming the meal.
 Wash their plate/bowl and spoon after the meal (primary school children)

ROLE OF INSPECTORS OF EDUCATION

 Coordinate and supervise the NSFP implementation in all circuit schools in

collaboration with the SAO (Hostels )
 Ensure that an NSFP participating school has an NSFP committee as a subcommittee
of the School board, an NSFP focal Person, NSFP file
 Mobilise Community members to construct cooking and storage facilities
 Review and approve all reports from school level (baseline, term and annual reports,
food orders)
 Monitor regional warehouses and school feeding implementation in schools
 Facilitate timely communication on matters related to the NSFP to all circuit schools
 Ensure that NSFP is a standing agenda item on routine meetings at circuits
 Support schools in training community members (Cooks, Parents) on proper
implementation of the programme.

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 WORKPLACE HIV AND AIDS POLICY FOR THE EDUCATION
SECTOR
2007
The purpose of this Policy is to create an enabling environment for the implementation of
HIV and AIDS programmes in the workplace within the education sector. The Policy also
aims to enhance commitment amongst educational institutions and education sector
employees at all levels to respond effectively to HIV and AIDS in the education sector.

The goal of the Policy is to provide a supportive policy environment for the implementation
of workplace programmes to address HIV and AIDS: programmes that reduce new
infections; improve care, treatment and support; mitigate the impact of HIV and AIDS and
reduce stigma and discrimination.

STRATEGIC OBJECTIVES

WITHIN THE EDUCATION SECTOR WORKPLACE IN NAMIBIA:

 To reduce the transmission of HIV; and

 To mitigate the associated social and economic impact on the education system.

GUIDING PRINCIPLES

THE ADOPTION OF THIS POLICY IMPLIES COMMITMENT TO THE FOLLOWING

KEY PRINCIPLES:

 Recognition of HIV and AIDS as a workplace issue affecting the education sector
 Broad leadership and commitment
 Equitable employment practices
 Unfair discrimination and reduction of stigma
 Confidentiality and disclosure
 Gender equality
 Caring and supportive environment
 Healthy and safe work environment
 Social partnerships and networking
 Research
 Capacity building
 Responsiveness and flexibility
 Rights and responsibilities

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POLICY COMPONENTS IN ACCORDANCE WITH ETSIP, THE POLICY COVERS
THE FOLLOWING KEY COMPONENTS:

• Awareness raising and empowerment;

• Mainstreaming HIV and AIDS;

• Strengthening regulatory frameworks; and

• Managing the HIV and AIDS response.

IMPLEMENTING THE POLICY

 Every educational institution will appoint and provide training for a workplace
wellness coordinator and where practicable an HIV and AIDS committee, as
appropriate to its size and resources, in order to apply and monitor this Policy.
 The HIV and AIDS Management Unit (HAMU) at national level and the Regional
AIDS Committees for Education (RACE) at regional level shall guide and support the
coordinators, committees.
 A copy of this Policy is to be kept on display in all educational institutions and made
available to all education sector employees for reading and implementation.
 Provisions in the policy shall be discussed at suitable opportunities and translated into
time- bound implementation plans, with clearly defined outputs and responsibilities.
 Education authorities shall monitor and evaluate the implementation of the Policy in
all educational institutions and assist educational institutions with capacity
development and training to implement the Policy.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________________________________

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 THE SCHOOL OFFICE

The office is the centre where the administrative work is done and all documentation is
sorted. It is therefore the operational point from which the school as a whole is managed.

IMPLEMENTATION OF EDUCATION POLICY:

The principal as a manager of the school must ensure various means and can be found in.

 Education Act
 Ministry circulars
 Regulations under the Education Act
 Regional Office Circulars
 Treasure Instructions
 Public Service Act and stuff rules
 Various other instructions

Principal must ensure that teachers and other staff members are familiar with key Policy
issues. This can be achieved:

 Discussing Policy issues of formal stuff meeting.

 Circulation and display of circular etc. requiring each staff member to sign
that he/she has taken note of the content,
 Personal discussion.

EFFECTIVE SCHOOL MANAGEMENT

 Democracy is one of the key concepts in our Education system & should be
fundamental to the way in which schools are managed and administered.
 Principal should involve. Various stakeholders (teachers, Parents& senior learners) in
specified aspects of school management & administration.
 The expertise, talents and interests of Parents, Staff members and learners should be
utilised for the benefits of the school, learners and community.
 A system committees and meetings is an effective management tool to ensure wider
input of Participation in and ownership of school affairs.

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TYPES OF CO SYSTEM COMMITTEES AND MEETING COULD BE
CONSIDERED:

School Board
The hostel committee
Staff meeting
Subject group meeting
Disciplining committee
Committees on External activities, sports, culture & club.
Standing committee
 Sort
 Cultural Activities
 HIV/AIDs
Ad-hoc-committee

 Recreation
 Academic

NB! By using a system of Committee and meeting, the Principal can delegate work to various
groups while keeping track of everything that happens in the school.

THE FILLING SYSTEM

 Every office must be organised in a way that allows easy identification of access to all
documents.

THE MINISTRY IS FULLY SYSTEM PROVIDES FOR THE FOLLOWING MAIL

HEADING:

 Legislation
 Organisation and management
 Finance
 Physical Facilities and Accommodation
 Supplies and services
 Transport& Journey
 Publication and Publicity
 Constitution and meetings of boards, Councils, Commission, committees,
Conferences and other bodies.
 Reports, returns and information
 Curriculum Research & Professional Development
 Educational Programmes Implementations

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  Inspection and advisory services
 Teacher training
 Development and Production of education materials
 Special Education
 Library and Archive services
 Adult basic Education
 Planning and Development
 External Resources
 National Examination & Assessment (DNEA)
 Cultural Program

CIRCULARS

The following circulars are usually sent to schools.

 Formal Education (form.Ed)

 National Examinations & Assessment (DNEA)
 General Services
 Public Services staff rules (PSSR)
 National institution for educational development (NIED)

THE FOLLOWING DIRECTIVES ARE ALSO SENT TO SCHOOLS AND FILES

SHOULD BE OPENED ACCORDINGLY.

 Regional directive / Inspectors directives

 Circuit directive / Inspectors directives
 Planners directives
 School councillor directives
 Directives from the teachers, resource centres

VISITOR’S BOOKS

 Every school is encourage to keep a ‘visitor’s book”

 In the principal office or the reception area.
 The secretary/ responsible person should see to it that of visitor, reason for visiting
date.

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END OF TERM REPORT

The end of each term the principal must complete the principal report as requested by the
regional office.

OFFICIAL DOCUMENTS TO BE IN THE SCHOOL OFFICE:

1. The Education Act No 16 of 2001

2. Government Gazette No 2841,28 October 2002
 Regulations on school boards at the state schools
 Regulations on SDF
 Regulations on learners in state schools
 Regulations hostels at state schools
 General rules of conduct for learner at state school
3. The board Curriculum for formal Basic education
4. Public services Act, No 13 of 1993
5. Extract from public service staff rules on:
 Leave regulations
 Misconduct of staff members
6. Staffing Norms for schools
7. Extract from Treasuring Instructions regarding
 Procedures for handling state finances
 Procedures for the procurement of equipment, materials and supplies
8. Inventory of equipment & materials
9. Stock control prescriptions
10. DNEA CIRCULAR
11. LATEST SYLLABUS
12. Catalogue approval textbooks
13. Quota list of materials and supplies for specific subject grades
14. Approved catalogue and quota list of stationery
15. School board
 Details members Correspondence
 Minute of meeting
 Vacancies
 Election
16. STATISTICS
 15th day school statistics
 Annual statistics
17. CIRCULAR FROM
 MBEAC
 Regional office
 Other ministries

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FORMS AND REGISTERS TO BE IN THE SCHOOL OFFICE:

1. ON LEARNERS:
 Application for admission
 Admission register
 Attendance register
 Summary register
 Register of injuries and illness
 Scholastic / Academic Progress records
 Cumulative record cards
 Learners conduct / disciplinary record
 Transfer to / from other schools

ON STAFF MEMBERS:

 Personal file of each staff member with:

Personal details - Letter of appointment
- Assumption of duty
- Leave record
- Training / staff development
- Class visit, performance appraisal
- Disciplinary record
- Job description

FILES TO BE AVAILABLE TO TEACHER

 Preparation file
 Administration resource
 Resources files
 Question paper

JUNIOR PRIMARY

 Preparation file
 CA file
 Observation and support file
 Administration file
 In-service training file.
 Syllabus file
 Junior primary phase

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 THE SCHOOL CLUSTER SYSTEM
WHAT IS A CLUSTER?

A cluster is a group of schools that are geographically as close and accessible to each other
as possible. It normally consists of 5 to 7 schools and one school is selected to be the cluster
centre.

SCHOOL CLUSTER SYSTEM SERVES TWO MAIN PURPOSES:

 To improve teaching and learning practices by sharing expertise, experience and

resources among staff from different schools.
 To improve and facilitate general administration of schools and to pool resources
from several schools.

CLUSTER MANAGEMENT COMMITTEE

 Serves as forum where principals share information and learn best practices by the
committee
 The principal of all schools in the cluster serve as member of a cluster Management
Committee, with the principal of the cluster centre school as chairperson.

ACTIVITIES OF THE CMC

The CMC should analyse the strengths, weakness and needs of individual schools in the
cluster as well as common needs.

 set common test or examination papers

 schemes of work,
 In-service training needs

EXPENDITURE UNCURED BY CLUSTER ACTIVITIES

INCOME FOR THE CLUSTER FUND MAY CONSIST OF

 Funds raised during special fund-raising activities,

 Contributions from the school Development Funds of the cluster schools,
 Donations

THE BENEFITS OF THE CLUSTER SYSTEM FOR IMPROVING THE QUALITY

OF TEACHING AND LEARNING

 Teachers get together to discuss and interpret syllabuses, and to draw up common
schemes of work.
 Test papers are set, typed, duplicated, assessed and moderated as a group effort.
Moderation helps to improve standards.

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  All learners in the cluster are exposed to similar levels of testing. High standards and
greater equity are achieved between schools.
 Sharing of best practises among schools.
 Teacher’s moral and confidence are.
 Create a culture of sharing and mutual support.
 Good teaching practices and teaching resources at schools shared with other schools
in the cluster.
 Advisory teachers can channel their input more effective through cluster-based
subject groups to reach all teachers within a given cluster.

BENEFITS OF THE CLUSTER FOR SCHOOL MANAGEMENT, GENERAL

ADMINISTRATION AND STAFF DEVELOPMENT

 Using a participatory approach, cluster centre principals support, guide and supervise
the satellite schools.
 Development of a constructive competitive spirit between schools.
 The administration of schools is improved through training. Schools can jointly
ensure that all teachers have job descriptions so that they clearly understand their
responsibilities.
 Principals are encouraged to take more responsibility for staff supervision and
accountability.
 Schools are managed as networks rather than as individual “empires”
 Information is also shared more effectively.
 The distribution of all materials is improved, and time and transport costs are saved.
 The collection of statistics is coordinated through the cluster centre, again saving time
and transport costs.
 Decisions are often made efficiently because they are made collectively by a group of
participants.
 More efficient use is made of resources, such as classrooms, teachers, and learning
materials when schools share these resources.
 Cluster Management Committee can determine what training programmes are needed
to improve the skills of principals, teachers, secretaries and School Board members.
 The cascade model for training enables inspectors and cluster centre principals to pass
on the training to satellite principals or School Board members, cluster by cluster
 Teachers are encouraged and motivated through their subject group to upgrade their
qualifications.

THE ROLE OF CLUSTER CENTRE PRINCIPALS

CLUSTER CENTRE PRINCIPALS CAN

- Provide general leadership and supervision of all activities in the cluster

- Visit schools in the cluster to offer support and solutions

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 - Promote the formation of subject groups to improve the teaching and examination of
all subjects.
- Act as deputies to the Circuit Inspector, filing in during his or her absence
- Organise the functioning of Cluster Management Committee
- Ensure that correct channels of communication are followed by staff throughout the
cluster.
- Promote efficient and cost –saving approaches to the ordering and distribution of
supplies, including helping to collate, submit and follow up on orders.
- Distribute, explain, collect and discuss statistical questionnaires
- Promote the efficient and equitable allocation of teachers
- Advise schools on how class groups should be arranged so that teachers and
classrooms are used efficiently.
- Pass on training that they receive to all principals in the cluster
- Promote community participation.

GUIDELINE FOR ESTABLISHMENT AND MANAGEMENT OF

SCHOOL LIBRARIES:

THE BENEFIT OF THE SCHOOL LIBRARIES

 Lead to high level of achievement

 More interesting lesson
 Better use of learners centred method

STAFFING AND DUTIES OF THE LIBRARY TEACHER

 Teaching BIS/ICT
 Ensuring accessibility of effective use of resources
 Help teacher/learners search for information
 Arranging effective lending system
 Avail books and other researches available for classroom use
 Determine the need of the user, select, generate and develop information
sources.
 Assist other teachers toward resources
 Organise and monitor control over information sources
 Maintain reliable records of information sources and of documents regarding the
management of the library collection.

IDENTIFICATION OF A LIBRARY TEACHER

 Must be willing, has been trained or have experience in school librarianship.

 Not a language teacher with more classes to teach

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  Must be a teachers who appreciate the use of resources in their teaching
 Must have time to attend to the management of the school library.
 Able to teach BIS/ICT.
 Library teacher should not be responsible for extra-mural activities.
 Must be a Namibian citizen and not replaced annually.

TASK OF THE LIBRARY TEACHER:

 Managing the school library in such a way that information is available and
accessible.
 Receiving and acknowledging new library books
 Stamping and accessing library books and make them available for use
 Process library books
 Cataloguing library books
 Showing the principal and teachers how to use library books.
 Assisting subject teachers to find information for school subjects and general
information.
 Training library prefects for lending and returning books.
 Helping to develop a reading and information culture in the school
 Preparing competitions, readathons and other library campaign programmes.
 Keeping the library clean and user-friendly.
 Teach BIS/ICT to help learners develop lifelong learning.

LIBRARY PREFECTS/MONITORS

The following are some ideas that can be assigned to learners:

 Lending and returning books

 Processing
 Supervising and security
 Household chores

STOCK OF THE LIBRARY

 Books: references books, Non-fiction, fiction and teachers’ books

 Periodicals: principal make sure periodical reach the library and accessible
 Newspapers: subscribe at least one daily newspaper.
 Cuttings and pamphlets: build up cutting collection on topic not found in books.
 Audio-visual software: to be cared by the library teacher

DEVELOPMENT OF STOCK

 Carry a need assessment to propose relevant materials that will satisfy learners’ needs.
 Booked are purchased and processed and distributed by MOEAC.
 Purchase should be made from school fund.
 Donation from school library

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ACCOMMODATION FOR A SCHOOL LIBRARY

 If a space [room] is available to use as a library,

 Remove all irrelevant materials.
 Make a provision for bookshelves, table and chairs.
 The room should not be used for regular teaching except BIS/ICT
 Never leave the library open or without supervision
 No bags shall be taken into the library.
 If no library or a classroom to use as a library, use the store room with a burglar bars
or windows and doors.
 If no above mentioned is available, lock the books in the mobile library cabinets.


MANAGING THE SCHOOL LIBRARY COLLECTION

 All books from ESL will be processed before distribution

 Measure shall be taken to curb the loss of or damage to library books.
 Manage and effectively supervise the library
 Keep a manual for managing school library.

DOCUMENT AND RECORD KEEPING OF THE LIBRARY

The following documents have to be kept safe and handed over to the principal when the
library teacher is replaced:

 Accession registers
 The manual for management of school library
 Information bulletins from ESL
 Correspondence about library matters.
 Circulation statistics
 Annual library report questionnaires
 BIS lesson planning

STOCK CONTROL AND ANNUAL STOCK REPORT

 Stock taking of the library books should take place annually.

 Use the guideline for annual stock taking of library books
 The library to be closed in October and relieve librarian of their duties to finish with
stock taking.
 The official accession register or computer printout from CDS, ISIS library program
in an approved method of control.

WEEDING

 Irrelevant, unsuitable, outdated and worn out materials have to be removed form the
collection.
 Subject teachers to be involved to update their part of information.

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  The removal of materials to be approved by the regional director
 Other materials to be listed and submitted to MOEAC to obtain approval for
discarding.

BINDING AND REBINDING

 Damaged books and complete set of periodicals should be considered for rebinding
and binding.
 Discarding, treasury requirement have to be met before any item from the school
library can be discard.

LENDING POLICY AND PROCEDURES FOR SCHOOL LIBRARY.

 All materials borrowed from teachers and learners must be recorded and returned
within the reasonable period.
 Borrowing books and other materials from the library can be arranged depending on
the circumstances of the school.
 Periodical may be borrowed overnight and can be recorded in an exercise book with
other exceptional loans.
 Audio visual programmes may be borrowed for special purpose.
 Teachers who need books for classroom can arrange for a block loan and sign for all
of them.
 The principal and library committee should decide on the policy for community use of
the library or lending.
 Reference book should never be given on loan.
 Follow up of loan should be done regularly and if no book returned, no new loan for
the person.
 Loan of the teachers should be recorded like those of learners and the period must not
exceed one term.
 Books may not be borrowed in the holidays.
 Borrowing books is a privilege.

THE TWO MOST USED LENDING SYSTEM IN NAMIBIA

 A loan register (a school exercise book will do so] can be used when book collections
are small and lending is limited.
 A book card can be used when there is a huge collection of books.

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LIBRARY COMMITTER AND IN-HOUSE POLICIES

Library committer

 Constitute of the principal, chaired by the principal or deputy.

 Library teacher should be the secretary
 Other representative should come from all subject group and extra-mural activities.
 The committee should meet once a month.

IN-HOUSE POLICIES:

The principal, the library and the committee should formulate the in-house policies for the
use and development of the library.

Example:

 Opening time
 Lending policies
 Procurement policy
 Library assistant
 Stock taking fundraising
Condition of success: for the school library to operate successfully, the following issues are
important:

 Support of the entire staffs

 Library staffs.
 Accommodation
 Stock
 Commitment, funds and planning

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 Sample submission

 Format of a submission
 Letter head
 Address
 Enquiries
 Reference number and contact number
 Subject background
 Motivation /statistics
 Financial implication
 Conclusion/Recommendations

Signatures
 School principal
 School board chairperson
 Inspector of education
 Deputy /Director [PQA]
 Director

WHAT IS THE NATION SAFE SCHOOLS FRAMEWORK?

The National Safe Schools Framework (NSSF) is a comprehensive document that provides a
vision and the guiding principles for building safe and supportive school communities,
centred on the wellbeing of learners and educators.

PURPOSE OF THE NSSF

In line with its comprehensive approach to school safety, the NSSF offers insight into:
• The root causes of violence and harmful behaviour in the Namibian context;
• How to recognise the various types of violence and harmful behaviours taking place
in schools; and
• The impact of violence on the educational experience of both learners and teachers.

THE PURPOSE OF THE NSSF IS TRIFOLD:

1. To provide a common national approach that helps schools and their communities to
ensure that the conditions in which Namibian learners study are safe, healthy and conducive
to learning.
2. To consolidate existing laws, policies and good practices, providing school communities
with a practical guide for achieving safety in their specific context by: minimising the risk of

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harm; celebrating diversity; and ensuring that all members of the school community feel
respected, valued and included.
3. To reduce, minimise or remove obstacles to school safety through a coordinated and
monitored set of targeted programmes and interventions delivered through collaborative
engagement by all key stakeholders.

KEY OBJECTIVES OF THE NSSF

 Determine the baseline situation in each school by measuring key indicators of school
safety: bullying; physical safety; health and holistic wellbeing of learners and staff;
and emergency preparedness.

 Support efforts by all schools to devise context-specific school safety plans in

response to the challenges identified.

 Institute a reporting scheme to document safety related issues and to develop an

integrated referral and case management system, in collaboration with relevant
stakeholders.

 Foster schools’ linkages with communities, and improve communication and

coordination between education, health and public safety policies and stakeholders at
all levels.

 Monitor school safety interventions undertaken at the national, regional and

community levels.

WHY DOES NAMIBIA NEED AN NSSF?

In public schools these barriers include: a shortage of well-trained and passionate teachers,
especially in very remote schools; limited teaching and learning materials and playground
apparatus; overcrowded classrooms; and limited access to water, electricity, sanitary facilities
and Internet connectivity.

THE TYPES AND EXTENT OF THREATS TO LEARNERS’ SAFETY AND

WELLBEING IN NAMIBIAN SCHOOLS:

• Bullying
• Violence
• Forced sex
• Suicide

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THE FOLLOWING ARE AMONG THE CHARACTERISTICS OF A SCHOOL
AFFECTED BY A VIOLENT CULTURE:

 Low levels of trust between educators and learners

 High rates of truancy
 Low commitment to school by learners
 Lack of parental and community involvement
 Unclear and inconsistent forms of discipline

TYPES OF VIOLENCE IN NAMIBIAN SCHOOLS

 Bullying (verbal, social, physical, cyber)

 Corporal punishment
 Physical assault
 School-related gender-based violence and abuse
 Violence against the self and suicide
 Gang-related violence

IMPACT OF SCHOOL-BASED VIOLENCE ON LEARNERS

The negative impact of school-based violence on learners/children is well documented.

 Serious implications for children’s physical, cognitive, social and emotional

development.
 Lead to poor academic result
 Decline in school achievements
 Reluctant to participate in school activities
 result in dropout from school,
 Detrimental impact on mental health,
 Increase the risk of substance abuse and suicide.
 Retaliation through extremely violent measures.

IMPACT OF SCHOOL-BASED VIOLENCE ON EDUCATORS

 Feelings of frustration,
 Stress,
 Incompetence,
 Anxiety and depression.
 High levels of educator absenteeism
 Alcohol abuse

BARRIERS TO IDENTIFYING AND REPORTING ON VIOLENCE AND ABUSE

• Cultural norms

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• Lack of comprehensive teacher training
• Failure to reach out to learners and parents
• Fear of police involvement
• Recrimination and the associated stigma
• Lack of vital services or referral mechanisms
• Lack of Community resources to support victims and families
• Lack of effective school policies and procedures
• Lack of coordination among key agencies

NSSF STRUCTURE

THE NSSF CONSISTS OF THREE SEPARATE BUT CLOSELY RELATED

COMPONENTS.

1. Introduction and Overview: This component presents the comprehensive NSSF approach
to building safe schools in Namibia. It explains why and how the NSSF was created, and
describes the vision, guiding principles and minimum standards for safe schools, as well as
roles and responsibilities of the major education stakeholders.
2. Practical Guide: This component offers user-friendly guidelines for meeting the minimum
standards for building and maintaining safe schools, as well as instructions for assessing and
monitoring school safety.
3. Resource Kit: This component includes activities, tools and information designed to
support schools’ efforts to achieve the NSSF goals and to carry out activities suggested in the
Practical Guide.

THE NSSF VISION

 The vision underlying the NSSF is that Namibian schools are safe for learners,
teachers and other members of the school community.

GUIDING PRINCIPLES
 Children’s rights are respected and promoted.
 A whole school, evidence-based approach to school safety is adopted.
 School safety is promoted through partnership with the broader community.
 Learners play an active role in developing safe and supportive schools.
 A child-centred approach is used, focused on meeting children’s needs rather than on
punishment.

COMPREHENSIVE FRAMEWORK FOR SAFE SCHOOLS

 One influential approach to school safety is centred on the use of several tiers of
intervention related to both academic and behavioural concerns.

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THE THREE-TIER MODEL ADDRESSES PREVENTION, INTERVENTION AND
PROTECTION.

Tier 1 – Prevention: a broad-based approach that targets interventions to all learners

Tier 2 – Intervention: interventions target a more specific group and/or classroom
Tier 3 – Protection: a more intensive intervention for individual learners with more serious
concerns.

THE THREE-TIERED APPROACH CAN BE REPRESENTED AS FOLLOWS:

Tier 3: Protection
 Intensive intervention designed for individual cases.
 Intensive individual counselling and rehabilitative measures.

Tier 2: Intervention
 Intervention targeted at group or classroom level.
 Swift intervention with those at risk to prevent progression of behaviours and to
minimise their impact.
 Group counselling.

Tier 1: Prevention
 Intervention directed towards all learners and educators.
 Identify learners at risk.
 Use evidence-informed practices.
 Implement interventions to mitigate risks.

SEVEN MINIMUM STANDARDS FOR CREATING AND MAINTAINING SAFE

SCHOOLS IN NAMIBIA

 Integrated monitoring and evaluation for safe schools

 Effective prevention of and response to substance abuse in schools
 Effective prevention of and response to violence and self-harm
 Effective school leadership
 Positive and collaborative practices and attitudes
 Well-defined policies and reporting and referral procedures
 Child-friendly school infrastructure
 Establishing the foundation: Safe Schools Questionnaire

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CHILD-FRIENDLY SCHOOL INFRASTRUCTURE

4 FUNDAMENTAL STANDARDS FOR SCHOOL INFRASTRUCTURE

Standard A
School must be built in a location that offers safety during natural disasters, and must have
appropriate, sufficient and secure buildings.

Standard B
School must be a healthy, clean, secure, gender-sensitive and learner-protective environment

Standard C
School must have child-friendly, barrier-free infrastructure that promotes inclusive access
and equal rights for every child.

Standard D
School must have equipment that is adequate and appropriate for the level of education.
.
WELL-DEFINED POLICIES, REPORTING AND REFERRAL PROCEDURES

A solid foundation for developing a safe school environment requires clearly articulated
school-based policies that are:

 In line with national standards;

 established through collaboration among all stakeholders, including learners and
communities; and
 Implemented fairly and consistently.

SCHOOLS MUST ESTABLISH POLICIES AND PROCEDURES COVERING

TOPICS SUCH AS:

 preventing, managing and responding to school violence;

 Anti-bullying;
 School building security;
 School health;
 Codes of conduct for educators and learners;
 Record-keeping for effective monitoring and referrals;
 Positive approaches to discipline;
 Quality teaching and learning to promote academic excellence;
 Parental and community involvement in the school;
 Guidance on children who leave school premises;
 Visits to the school;
 Substance abuse and weapons;

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  The school hostel (where applicable);
 Extramural activities; and
 Security during children’s commute to and from school.

THE BASIC COORDINATION MECHANISM FOR REFERRALS

The following is an example. The exact steps to be taken will differ based on the incident and
circumstances.

1. INCIDENT OCCURS

2. LEARNERS, TEACHER(S) OR CONCERNED INDIVIDUAL, NGO,

COUNSELLOR ETC. REPORTS TO SCHOOL MANAGEMENT OR LIFE SKILLS
TEACHER, OR DIRECTLY TO SOCIAL SERVICES OR POLICE.

3. SCHOOL MANAGEMENT OR LIFE SKILLS TEACHER ALERTS PARENT/

GUARDIAN (IF APPROPRIATE).
4. ENGAGE SOCIAL WORKER (MGECW)
5. EXAMINATION BY NURSE/ DOCTOR (IF APPROPRIATE)
6. REPORT TO POLICE (IF APPROPRIATE)

7. POLICE HAND OVER TO JUDICIAL SYSTEM (IF A CRIMINAL OFFENCE

OCCURRED) OR TO A SOCIAL WORKER, DEPENDING ON THE TYPE OF
INCIDENT.

8. SCHOOL FOLLOWS UP TO MAKE SURE THAT THE REFERRAL SYSTEM IS

WORKING AND THE LEARNER RECEIVES SUPPORT.

9. SOCIAL WORKER, REGIONAL SCHOOL COUNSELLOR, LIFE SKILLS

TEACHER, NGO WORKERS AND/OR HEALTH PROFESSIONALS PROVIDE
COUNSELLING AND SUPPORT.

10. INCIDENT SUPPORT FINAL REPORT

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 ABBREVIATION
ACRWC African Charter on the Rights and Welfare of the Child

AEC Annual Education Census

AEC Annual Education Census

CBR Community-Based Rehabilitation
CCP Cluster Centre Principal

CJCP Centre for Justice and Crime Prevention

CLDC - Community Learning and Development Centre

CLS Community Library Service

CPD Continuous Professional Development

CRC Convention on the Rights of the Child (UN)

DAE - Directorate of Adult Education

DATS Diagnostic, Advisory and Training Services (within MOE)

DEE Disability Equality in Education

DHE Directorate: Higher Education
DLLAC Department: Lifelong Learning, Arts and Culture
DNEA Directorate: National Examination and Assessment

DSPS Division: Special Programmes and Schools

ECD Early Childhood Development

EDF Education Development Fund

EFA: Education or All (Goals)

EG(s) Education Grant(s)

EMIS: Education Management Information System

ETSIP: Education and Training Sector Improvement Programme

GBV gender-based violence

HAMU HIV and AIDS Management Unit (within MOE)

HIV Human Immunodeficiency Virus
HPSI Health-Promoting School Initiative

ICT Information Communication Technology

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IEC: Information, Education, Communication

IECD- Integrated Early Childhood Development

IED -Inclusive Education Division
IESC -Inclusive Education Steering Committee
IMC- Inter-Ministerial Committee
ISHP- Integrated School Health Programme

KPI - Key Performance Indicators

LIS- Library Information Service

LLAC -Lifelong Learning, Arts and Culture

LSGs/LSCs- Learning Support Groups/Classes

MGECW- Ministry of Gender Equality and Child Welfare

NAMCOL- Namibia College of Open Learning

NDP5- Fifth National Development Plan
NESE - National External School Evaluation

NGO Non-Governmental Organisation

NIED National Institute for Education Development

NLAS - Namibia Library and Archives Services

NLP - National Literacy Programme

NPA- National Plan of Action for OVC

NSFP-National School Feeding Programme

NSPI- National Standards and Performance Indicators

NSPIS National Standards and Performance Indicators for Schools in Namibia

NSSF- National Safe Schools Framework

OVC- Orphans and Vulnerable Children

PAD- Planning and Development

PESTLE - Political, Economical, Sociological, Technological, Legal and Environmental

Factors

PLWHA- People Living with HIV and AIDS

PMS - Performance Management System

PMS- Performance Management System

PQA- Directorate: Programmes and Quality Assurance

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RACE- Regional AIDS Committee for Education
RDEs -Regional Directorates of Education
RIECC- Regional Inclusive Education Coordination Committee
RIEOs -Regional Inclusive Education Officers
RIEU -Regional Inclusive Education Unit
RSC- Regional School Counsellor
SACMEQ -Southern African Consortium for Measuring Educational Quality

SAFOD- Southern African Federation of the Disabled

SASG -Social Accountability and School Governance

SATS - Standardized Achievement Tests

SDF- School Development Fund

SEG -Secondary Education Grant

SHTF- School Health Task Force

SRGBV- School-related gender-based violence

SWOT - Strength, Weaknesses, Opportunities and Threats

UIS -UNESCO Institute for Statistic

UNESCO -United Nation Educational, Scientific and Cultural

UNICEF -United Nations Children’s Fund

UPE-Universal Primary Education

USE- Universal Secondary Education

NASIS-

EGRA-Early grade reading assessment

PEG- Primary education grant

SEG- Secondary education grant

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